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Bridging Educational and Working Environments Through Pervasive Approaches

机译：通过普适的方法架起教育和工作环境

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In the education of mechanical engineers alternative learning methods like serious games, simulations etc. have been used in past decades to better the learning outcomes. However, a main concern is still the amount of resources used on adapting and modding games as well as the challenges related to the implementation in the class room setting. Typically a positive learning experience does not only rely on the game as such, but how good the facilitator or teacher is to change game mechanics and the narratives so that players with different learning curves, past experience and cognitive abilities all stay in flow and feel immersed. Physical simulation games played in a workshop setting often have this ability, whereas this still seems to be a challenge in digitalized games. The main purpose of this article is to identify mechanics that need to be adapted differently for different user groups in order to keep them in flow, motivated and engaged in order to have a high learning experience and how we can take advantage of technologies like VR to reduce the costs and the resources.
机译：在机械工程师的教育中，过去几十年来使用了诸如严肃游戏，模拟等替代学习方法，以改善学习效果。但是，主要的问题仍然是用于改编和改装游戏的资源量以及与在教室环境中实施相关的挑战。通常，积极的学习体验不仅依赖于游戏本身，而且还需要促进者或老师改变游戏机制和叙述方式的良好程度，从而使具有不同学习曲线，过往经验和认知能力的玩家都可以保持顺畅状态并沉浸其中。在车间环境中玩的物理模拟游戏通常具有此功能，而在数字化游戏中，这似乎仍然是一个挑战。本文的主要目的是确定需要针对不同用户群体进行不同调整的机制，以使他们保持流动，积极性和参与性，从而获得较高的学习经验，以及我们如何利用VR等技术来减少成本和资源。

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