Microgames for Situated Learning

Background. Complex, dynamic systems require flexible workforces with skills and attitudes responding to the dynamic work environment. Traditional, formal classroomoriented learning approaches often do not sufficiently support the development of such skills and attitudes and do not provide situated learning activities. Aim and Method. We propose the concept of Microgames as an active, situated learning approach. A Microgame is a simulation game that can be played in a short time period and that starts from a specific problem in the organization defined by a problem owner. To illustrate the concept, we introduce a case study with a Microgame called Yard Crane Scheduler. Results. The study’s results indicate that the Microgame used in our study represented an engaging experiential experience. It was able to foster the awareness of the players for interdependent planning tasks. Due to its shortness, the game’s reality is somewhat limited. To compensate for this limitation, a structured debriefing phase enables players to exchange information on successful planning strategies, enhancing the learning experience by a social learning activity. Conclusions. Microgames are a novel approach towards situated, experiential learning. Its limitations, mainly caused by the constrained time for game play, have to be taken into account when defining learning goals. Despite this limitation, the Yard Crane Scheduler Microgame has been evaluated as an engaging and valid tool. Further research will investigate distinct design decisions and learning effects associated with the concept of Microgames. 1Delft University of Technology, The Netherlands 2InThere, The Netherlands Corresponding Author: Heide Lukosch, Delft University of Technology. Jaffalaan 5, Delft, 2628BJ, The Netherlands. Email: [email protected] 635468 SAGXXX10.1177/1046878116635468Simulation & GamingLukosch et al. research-article2016 by guest on July 10, 2016 sag.sagepub.com Downloaded from