Abstract
AbstractSimulation games (SG) present a learning environment allowing 'what-if' analysis of solutions and decisions that may not be feasible in reality. Positive effects of SG are affected by the context of use, users, and the game design itself. Aim of our research is to investigate to which extent it is possible to represent interdependencies occurring between activities, methods, tools, and roles in real engineering projects by a SG and which prior knowledge is needed for the intended learning outcomes. Our research uses a SG prototype and interviews with industry experts and graduated students.
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