Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental Setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pretest/posttest experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called "joy" was introduced, according to Nielsen (2002) , which was amazingly high. The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-Learning.
Ebner and Holzinger describe how they successfully used an online game tailored for teaching structural concrete at Master's level where the minimum learning result of playing the game was equal to that achieved with traditional methods REF .
Successful implementation of user-centered game based learning in higher education: An example from civil engineering
Computers & Education In
Computer Science