Abstract
In the professionalization of aspiring teachers, the fostering of digital media competencies is increasingly coming into focus. Although digital games predominantly arrived in the lifeworld of students and teachers as digital natives and gamer generation teachers, their application in form of Digital Game-Based Learning in teacher training stays behind expectations. This paper deals with the digital role-playing game InCoLearn which shall enable the collaborative acquisition of vocational competencies and the reflection on teaching methods and classroom situations in vocational lectureship. The investigation employing the prototype provides results on gender- and user-specific differences and attitudes towards digital games.
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