The use of digital games in academic maritime education: a theoretical framework and practical applications

Figures & data

Table 1. Overview of benefits, requirements and risks for successful learning with serious games.

Benefits to learning	Requirements	Risks
Higher motivation	Distributed practising	Cognitive overload
Experience-based learning	Scaffolding	Leaderboard disconnection
Frame of reference	Direct feedback
Self-assessment

Figure 1. Set-up of the maritime business game.

Table 2. Summary of student evaluations of the course.

#		2019–2020	2018–2019	2017–2018	2016–2017	Average
1	MBG-TUD	8.4	7.3	7.3	8.1	7.8
2	MBG-UA1	8.8	8.7	9.1		8.9
3	MBG-UA2	9.2	Text feedback, generally more positive than average courses			9.2
4	MBG-MEL	Text feedback, generally more positive than average courses			7.6	7.6
5	MBG-NHL	Not shared in detail, generally positive
6	MBG-RMI	Text feedback, generally positive and in line with other courses in the minor
7	MBG-NSU	Text feedback, very positive and slightly higher than in other exchange courses

Table 3. Student performance pre-covid and during covid.

#		2019–2020	2018–2019	2017–2018	2016–2017
1	MBG-TUD	43%, 38%, 9%	50%, 25% 25%	42%, 34%, 23%	50%, 25%, 25%
2	MBG-UA1	17%, 17%, 66%	0%, 50%, 50%	0%, 33%, 67%	0%, 33%, 67%
3	MBG-UA2	36%, 28%, 36%	20%, 20%, 60%	0%, 29%, 71%	0%, 25%, 75%
4	MBG-MEL	12%, 12%, 76%	15%, 70%, 15%	15%, 70% 15%	57%, 7%, 36%
5	MBG-NHL	50%, 25%, 25%	50%, 25%, 25%	N/A
6	MBG-RMI	6%, 29%, 65%	5%, 55%, 40%	0%, 30%, 70%
7	MBG-NSU		11%, 11%, 78%	N/A

Figure 2. An overview of practical work in the marine technology curriculum.

Figure 3. Blended set-up as an alternative for an internship.

Table 4. Results of the knowledge retention test in year 2 of the study programme.

	Without VR	With VR
Average	45.5%	50.5%
Max	68.3%	77.5%
Min	9.6%	30%
N	102	33

Table 5. Evaluation of theoretical application in practice.

Benefits to learning	Maritime Business Game	VR-Practical
Higher motivation	High appreciation for the course	Not verified
Experience-based learning	Implemented	Implemented
Frame of reference	Assumed, but cannot be verified scientifically.	Supported, but the impact on knowledge retention is limited
Self-assessment	Implemented through the year report	Implemented through short discussions
Requirements
Distributed practising	Implemented with variation, the effect is not studied, due to the absences of follow-up courses	A build-up is implemented, the effect is studied at the start of follow-up courses and showed a slight improvement in the overall course content.
Scaffolding	Provided by the lecturer, not by the game	Provided by the lecturer, not by the game
Direct feedback	Implemented	Implemented
Risks
Cognitive overload	Present in all groups, although more significant in higher vocational and non-western groups	Not observed during the practice and not mentioned in discussions afterwards.
Leader boarddisconnection	There is a loss of motivation for those performing very badly, however, based on interviews, they disconnect already before the game is played.	No direct competition was implemented, as a result, there is no leaderboard and therefore no danger of disconnection.

Based on the experience in the COVID-19 period in the case studies, serious games in a hybrid or online education setting offer effective support for the blended and flipped classroom and should be considered an addition to regular curriculum activities.