Abstract
Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students’ motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.
Highlights
Computer games are classified as new media and were identified early on as learning tools [1,2,3].From the point of view of instructional design, digital games are appropriate learning tools if they are used in a didactically meaningful way [4]
This study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort
A main result of this study advancing the findings known from literature is that, even 15 years after the publication of SimCity 4, motivating didactic scenarios can be created based on SimCity
Summary
Computer games are classified as new media and were identified early on as learning tools [1,2,3]. Rufat and Minassian stated that simulation games can be used to learn the implemented models, but that the player does not necessarily connect the implemented models to the reality [16] Together, these disadvantages lead to only a minority of the didactic scenarios being covered by commercial entertainment games at present. He has been rather critical in his overall conclusion about the possibilities of using SimCity as an educational tool: planning and gaming are mutually exclusive from his point of view He claimed that restrictions result from the fact that the simulation models are operated as a closed black box, i.e., on the one hand, the effective interconnections are not directly visible, and on the other hand, the interconnections cannot be changed by the lecturer.
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