---
res:
  bibo_abstract:
  - "The worldwide digitalization of companies changes work processes and organization
    of work. Digital technologies will improve productivity, efficiency, and ergonomics
    at the workplace. In higher education of industrial engineering, students need
    to reflect positive and negative consequences when designing work systems.\r\n\r\nThe
    initial success of technological solutions depends on people's attitude towards
    their actual benefit (Venkatesh & Bala, 2008). Some studies suggest that people's
    attitude changes with cultural background (Straub, Keil & Brenner, 1997). There
    is little research in an educational context on how people perceive digital technologies'
    impact on employee well-being and organisational performance, and how this perception
    differs based on culture. Therefore, this study investigates these differences
    from an intercultural perspective by comparing German and Japanese engineering
    students.\r\n\r\nReferring to problem-based learning, we present a serious game
    that confronts players with solving fictive problems of a manufacturer of refrigerators
    by choosing between technological and traditional solutions. Initially, players
    choose individual well-being and organisational performance criteria out of a
    set of possible criteria. In four subsequent rounds, players pick a problem card
    that they have to solve using technological or traditional solutions. Players
    assess the impact of their choice considering their initially selected criteria
    of individual well-being and organisational performance. A player wins by achieving
    the highest score, which results from how well players solve their problems with
    the given solutions and how well these influence their initially selected criteria.
    A software supports the game by computing each players’ score and storing the
    game data. The purpose of the serious game is twofold. First, incorporating the
    serious game into teaching allows supporting multiple dimensions of learning goals
    (cf. Krathwohl, 2002) and stimulating students' learning processes. Second, it
    enables data collection about players' perceived impacts of digital technologies
    on employee well-being and organisational performance.\r\n\r\nWe describe the
    game rules and processes and discuss implications in the learning processes of
    students crossing boundaries. We present the results of playing the game with
    43 students in Germany and 60 students in Japan by analysing the two games' collected
    data individually and by comparing the results.@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Jan-Phillip
      foaf_name: Herrmann, Jan-Phillip
      foaf_surname: Herrmann
      foaf_workInfoHomepage: http://www.librecat.org/personId=75846
  - foaf_Person:
      foaf_givenName: Y.
      foaf_name: Nemoto, Y.
      foaf_surname: Nemoto
  - foaf_Person:
      foaf_givenName: Dennis
      foaf_name: Kobelt, Dennis
      foaf_surname: Kobelt
      foaf_workInfoHomepage: http://www.librecat.org/personId=73860
  - foaf_Person:
      foaf_givenName: M.
      foaf_name: Goppold, M.
      foaf_surname: Goppold
  - foaf_Person:
      foaf_givenName: Sven
      foaf_name: Tackenberg, Sven
      foaf_surname: Tackenberg
      foaf_workInfoHomepage: http://www.librecat.org/personId=71470
  dct_date: 2021^xs_gYear
  dct_language: eng
  dct_publisher: TUDpress@
  dct_title: An Educational Serious Game for investigating perceived Impacts of Digital
    Technologies on Employee Well-Being and Organizational Performance@
...