Autor: Dr. phil. des. Christopher Keller
Gutachtende: Prof. Dr. Elena Makarova, Universität Basel (CH), PD Dr. Anna K. Döring, University of Westminster (UK), Prof. Dr. Katja Driesel-Lange, Universität Münster (D)
Projektdauer: 2019 - 2024
 
Abstract
Technology is advancing rapidly and is impacting education on a global scale. One example of this progress in education is the use of serious gaming. The use of serious games in the context of education is an enrichment of traditional teaching methods and has become a popular topic of research at the international level. Tailored to specific target groups, these digital learning tools offer great educational potential. This also applies to like2be, a serious game developed in Switzerland with the involvement of various experts. It aims to address the complexity of the career choice process by encouraging active and exciting exploration of personal career choices.  This dissertation uses qualitative and quantitative research methods, including a systematic review and two intervention studies with a quasi-experimental design, to investigate the educational potential of serious games, with a focus on evaluating the effectiveness of like2be in the context of the interdisciplinary module Career Orientation at the lower secondary level. Despite some limitations, the study underlines the great benefits of serious games in education. They are effective in expanding subject knowledge, improving cognitive skills, and stimulating psychological factors that are crucial for successful learning, thus responding to various pedagogical challenges. Most importantly, the study shows that serious games such as like2be help adolescents broaden their career choices by providing them with valuable knowledge about occupations and identifying the factors that lead to learning success. Furthermore, the study shows how like2be contributes to the reflection and discussion of career-related skills, interests, and stereotypes, and finally, the importance of integrating serious games into a teaching scenario with a methodological-didactic concept. Furthermore, it provides concrete examples for future research approaches and encourages educators to experiment with serious gaming, to join the international discourse and to network with experts and researchers. Finally, the seamless integration of serious gaming into pedagogical practice, and in particular of like2be into the Career Orientation module common in Swiss secondary schools, contributes to improving learning experiences and thus to professionalizing education.