Investigating teachers' perspectives on game-based learning in german higher education in STEM and life sciences

Abstract

Utilizing games and playful elements to enhance student learning has long been a practice in educational settings such as higher education. Although benefits and challenges of game-based learning are widely investigated, higher education teachers’ perspectives on game-based learning in science, technology, engineering and mathematics (STEM) and life sciences are to date not much examined, especially in German higher education. The purpose of this thesis was therefore to investigate higher education teachers’ perspectives on benefits and challenges of game-based learning in Germany using in-depth semi-structured interviews. Higher education teachers (n=7) who had previous experiences using or implementing game-based learning with university students were interviewed. Benefits of game-based learning for teachers (e. g. creating motivational environments) and students (e. g. safe-space for trial and error) as well as challenges for teachers (e. g. technical issues) and students (e. g. overwhelming situations) were identified from a teachers’ point of view. The results of this thesis are in line with previous findings. They underline the opportunities of game-based learning in higher education also in connection with advancing immersive technologies such as virtual reality (VR).