Events and Trade Shows

Keynote

Learning by Playing?! – Overcoming Cognitive Biases in Initial and Continuing Education as well as Industrial Decision-Making

Julia Arlinghaus, Fraunhofer IFF

Digitization, decarbonization, circularity, and the use of AI are just a few buzzwords representing the major transformations that the European industry is currently undergoing. They all share complex cause-and-effect relationships, high dynamism, information density, and inherent conflicts of objectives. These characteristics precisely trigger intuitive decision-making in humans rather than a more deliberate, mind-based approach. This intuitive decision-making is significantly influenced by simplification, emotionality, and expectations, and so-called cognitive bias effects systematically alter the expected quality of decisions.

For this very reason, the content for teaching and learning in initial and continuing education must keep pace with the technical and organizational implications brought about by digitization, decarbonization, circularity, and the use of AI. For example, learners tend to interpret information in ways that confirm their existing beliefs. Decision-makers in industrial practice might be convinced that their current business partner is the best and, therefore, ignore or downplay information such as hints of delays or complaints. Serious games are known for fostering critical thinking. They invite the players to adopt alternative perspectives and create an experimental space, allowing them to at least theoretically consider working with a different partner.

This presentation provides insights into how cognitive biases can inadvertently worsen learning and decision-making in complex transformation processes. It highlights the method of serious games and demonstrates how, on the one hand, learning in initial and continuing education and, on the other hand, industrial decision-making processes can be improved by reducing and avoiding these so-called cognitive bias effects.