Serious Games and Experiential Learning: Options for Engineering Education

Serious games, specifically the Logistics Simulator and Production Game, serve as potent experiential learning tools within engineering education by bridging the gap between theoretical concepts and practical application. By utilizing Kolb’s experiential learning cycle, these simulators allow students to navigate complex logistics and production sequencing in a risk-free environment. This pedagogical approach facilitates a transition from intuitive, trial-and-error decision-making to the application of optimized heuristics, thereby fostering a deeper conceptual understanding of intricate engineering systems.

The primary findings indicate that these simulation tools significantly enhance student motivation and engagement. The iterative nature of gameplay, combined with immediate feedback and clear goal structures, creates a dynamic environment that encourages experimentation. Students consistently report higher perceived learning benefits and demonstrate improved behavioral outcomes, such as more strategic decision-making during the simulation process. These elements are critical for maintaining student interest and ensuring that the educational experience remains both challenging and accessible.

Despite these motivational gains, the impact of simulation games on traditional academic metrics remains nuanced. Current data suggests that while these tools are highly effective at driving behavioral and motivational outcomes, they do not necessarily lead to statistically significant improvements in final examination performance compared to conventional teaching methodologies. Furthermore, the scope of this research is constrained by small sample sizes, which limits the ability to generalize findings across broader engineering curricula. Future investigations should prioritize the role of instructor feedback and sociodemographic variables to better understand how these digital tools can be optimized to improve objective learning outcomes alongside student engagement.