Advances in Artificial Intelligence and Machine Learning; Research 4 (2) 2244-2257 Received 23-02-2024; Accepted 20-05-2024; Published 27-05-2024

Revolutionising Role-Playing Games with ChatGPT

Rita Stampfl rita.stampfl@fh-burgenland.at

Department Information Technology
University of Applied Sciences Burgenland
Eisenstadt, Austria

Barbara Geyer barbara.geyer@fh-burgenland.at

Department Information Technology
University of Applied Sciences Burgenland
Eisenstadt, Austria

Marie Deissl-O‘Meara marie.deissl-omeara@fh-burgenland.at

Department Information Technology
University of Applied Sciences Burgenland
Eisenstadt, Austria

Igor Ivkic i.ivkic@lancaster.ac.uk

Department Computing and Communications
Lancaster University, Lancaster
United Kingdom

Corresponding Author: Rita Stampfl

Copyright © 2024 Rita Stampfl, et.al. This is an open access article distributed under the Creative Commons Attribution
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is
properly cited.

Abstract
Digitalisation in education and its influence on teaching methods is the focus of this study,
which examines the use of ChatGPT in a role-playing game used in the Cloud Computing
Engineering Master’s programme at the University of Applied Sciences Burgenland. The
aim of the study was to analyse the impact of AI-based simulations on students’ learning
experience. Based on Vygotsky’s sociocultural theory, ChatGPT was used to give students a
deeper understanding of strategic decision-making processes in simulated business scenarios.
The methodological approach included role-playing and qualitative content analysis of 20
student reflections. The findings suggest that ChatGPT enhances students’ engagement, criti-
cal thinking, and communication skills, in addition to contributing to the effective application
of theoretical knowledge. Furthermore, simulations can contribute to the effective applica-
tion of theoretical knowledge. The results underscore the significance of adaptive teaching
approaches in promoting digital literacy and equipping learners for the digital workplace.
The integration of AI into curricula and the need for ongoing innovation in higher education
are also emphasised as a means of guaranteeing excellent, future-focused instruction. The
findings highlight the potential of AI and ChatGPT in particular, as an innovative cutting-
edge educational tool that can both enhance the learning experience and help achieve the
Sustainable Development Goals (SDGs) through education.

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Citation: Rita Stampfl, et.al. Revolutionising Role-Playing Games with ChatGPT. Advances in Artificial Intelligence and Machine
Learning. 2024;4(2):129.
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Keywords: Artificial intelligence, ChatGPT, Digital education, Role-playing games, Sim-

ulation games.

1. INTRODUCTION

The COVID-19 pandemic has accelerated the digital transformation of education and highlighted
the need to adapt teaching methods to the digital age [1]. This sudden change has emphasised the
importance of strategic planning to improve curricula and make digital learning more engaging
[2]. It also encompasses the difficulty faced by educators of fusing the best technology with the
best human teaching to ensure future-ready education [3]. Making content relevant to students’
lives and providing opportunities for them to interact in real-world learning situations with other
qualified adults and students are at the core of future-ready education. Students in future-ready
education should be taught how to apply what they have learned to ensure that they can effectively
meet the needs of the future job market.

Tran and Herzig [4], found that innovative course design greatly improves students’ learning out-
comes in addition to producing positive learning experiences. Students themselves express their ap-
preciation for the complementarity and interaction of learning activities, surrounding both
asynchronous and synchronous sessions. Furthermore, the use of digital learning tools offers a
unique opportunity to promote intense engagement through their broad reach while creating person-
alised learning environments tailored to the needs and knowledge of the individual. Thus, focused
and productive learning experiences are made possible [5].

Against this background, this study explores the use of ChatGPT in business games in the Master’s
programme in Cloud Computing Engineering as an innovative method to enhance the learning
experience. By incorporating AI, the method not only increases student motivation and engagement
but also promotes the development of key skills such as critical thinking and problem-solving.
In the realm of education, leveraging the potential of AI not only aligns with the evolving peda-
gogical landscape but also serves as a powerful means to address the advancement of Sustainable
Development Goals. Thus, high-quality higher education and equitable access to it are critical to
achieving these goals, and even constitute a goal in their own right under SDG 4. The challenge is
to fully exploit the potential of AI in education to improve learning outcomes and prepare learners
for a digitised future. At the same time, the associated risks need to be carefully managed, as
recommended by the European Commission [6].

2. THEORETICAL BACKGROUND

The responsible use of Artificial Intelligence (AI) requires active integration into teaching, ensuring
alignment with educational objectives. AI is capable of performing a wide range of functions in
higher education [7]. De Witt et al. [8], point out that “in the future, AI tools [...] can also be used
to train metacognitive skills such as critical and creative thinking, reasoning, planning, decision
making and problem-solving“. A comprehensive study by Abrami et al. [9], found that the most
successful strategy used a combination of subject-based and cross-curricular interventions. AI tools
are already widely used in communication-focused professions [10], and are predicted to quickly

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expand to other professions. Thus, the competent and reflective use of AI tools has gained increased
importance in light of universities’ obligations as part of a future skills framework to ensure that
students are equipped to cope with a rapidly changing environment and to prepare them for the
future labour market. This is described by Ehler [11], as an essential component of digital literacy.
In a didactic context, the following areas of application are discussed under the heading of ’artificial
intelligence technologies’ [12]:

• Intelligent Tutoring Systems (ITS)

• Natural language processing, automatic speech recognition and automatic text generation
(NLP, ASR, NLG)
• Automatic assessment and grading
• Multimedia human-machine interaction (e.g. chatbots, learning companions)
• Learning (predictive) analytics, data mining in the education sector (LA, LPA, EDM)
• Adaptive learning, recommendation services

AI-based tools can be used both in administrative areas and in the teaching process itself. On the
one hand, they can support the organisation of studies, and on the other, they can help make teaching
and learning environments more flexible, personalised, and efficient [7].

The use of AI tools such as ChatGPT in education reflects the principles of various educational
theories, particularly Vygotsky’s sociocultural theory. This theory stresses the importance of social
interaction in cognitive development, with learning being understood as a deeply rooted social
process [13]. Recognising the significance of this sociocultural perspective, ChatGPT promotes
this understanding by simulating social interaction and providing access to a wide range of cultural
knowledge, creating a learning environment that mimics real-life sociocultural contexts. This is in
keeping with Vygotsky’s theory whose assumption it is that people learn through their experiences
in the Zone of Proximal Development (ZPD) [14], and which emphasises language-based learning.

In the light of these developments, it is imperative to comprehend the features of the contemporary
student population at universities of applied sciences. Statistics Austria [15], reports that in the
winter semester of 2022/23, 96.33% of students at such institutions in Austria were under 40 years
of age. These students born after 1980 have been shaped by the introduction of computers into many
areas of life [16]. They have grown up in media environments with videos, consoles, and computer
games [17], which involve the players in entertaining activities. In the same vein, a simulation
game which is a unique and creative tool can be used to increase students’ interest in learning
[18]. Simulation game learning is based on theories and applications that aim to improve student
engagement and performance by involving them in real-life situations [19, 20]. By creating im-
mersive and interactive learning experiences, simulation games effectively bridge the gap between
theoretical knowledge and practical application, enhancing the overall educational impact. Through
engaging in these games, students can develop their ability to comprehend things and evaluate their
expertise. They can develop their ability to analyse given information, express their own point of
view, formulate thoughts clearly, foresee possible consequences of different solutions, and compare
their own level of understanding and perception with others. Simulation games increase interest in

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learning and help teachers to motivate students [21], and they can provide both learners and teachers
with tools that facilitate active problem solving. They are seen as a practical approach to knowledge
acquisition [18], and can also be used in the field of university teaching [22].

Role-playing can play an important role in the learning process with research showing that role-play
can positively influence different aspects of learning, including cognitive performance, motivation
and emotional engagement [23–25]. For example, role-playing combined with personalised learn-
ing has been shown to be an effective tool for improving student learning, although integrating
personalised learning into role-playing has been challenging [26]. Furthermore, role-playing games
are said to have transformative potential that benefits individuals in psychological, social, educa-
tional, therapeutic, professional, and political dimensions [27].

Elaborating on this transformative element, the third level of Bloom’s taxonomy of learning objec-
tives [28], entails applying knowledge practically. The act of practicing involves applying what has
been learned to new and concrete situations, and the dynamic and interactive aspects of role-playing
games greatly facilitate this process. The idea of actively integrating an AI tool in a business game
stemmed from observations made by Schmid et al. [12], who cited AI tools for use in multimedia
human-machine interaction using chatbots as an example. Additionally, Matute Vallejo and Melero
[18], viewed business games as active problem solving and integration into real-life situations.
Hence, the idea arose to actively use an AI tool in a business game for students to apply what
they have learned in a concrete situation. This method encourages the development of skills and
practical understanding by allowing students to apply their learned material in a real-world setting.
Thus, the AI tool ChatGPT is actively used as a chatbot to simulate conversational situations for
students [29]. The benefit of this is that ChatGPT assumes the role of the interlocutor, allowing
students to play an asynchronous simulation game at their own pace and without being restricted to
a particular location or time.

3. METHODOLOGY

The study was conducted using the course Impact of Cloud Computing on Organisations from the
Cloud Computing Engineering Master’s programme. The overall aim of the course is for students
to be able to recognise the impact of cloud technologies on international and multicultural organ-
isations, and to apply the social skills they have learned in relation to change, negotiation, and
decision-making. To test these social skills, a task was designed that required students to apply the
technical and application-oriented content taught in the course through role-playing in a fictitious
negotiation using ChatGPT. As part of the course, students developed a project assignment for a
cloud migration project. The assignment was based on the project brief and the benefits of cloud
computing, as cited by Salesforce [30]. As part of the assignment, a specific prompt to start a role-
play in ChatGPT was designed and made available to students. Students were asked to actively
argue and negotiate the approval of the project budget in a role play. FIGURE 1 shows the prompt:

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Figure 1: Prompt for Starting a Role-Playing Simulation Game using ChatGPT.

In ChatGPT 3.5 lecturer-led conversations can only be prompted; they cannot be altered once they
have commenced. This implies that the conversation was different for each student. In addition to
the role-play, the students also reflected on their subjective perception of the simulation game as
part of this task.

3.1 Participants and Data Collection

As part of the case study, 20 students completed the required written reflection on the assignment.
The students were a homogeneous group of prospective cloud specialists in the first semester of
the Master’s programme, all of whom already held a computer science bachelor’s degree or above.
The size of the sample was set at 20 participants and detailed information on their demographical
background is given in TABLE 1.

In the students’ written reflection students were asked to provide a 300–500 word written reflection
in which they discussed their subjective perception of the task. The data analysis was based on the
written reflections of the students. The data collection was conducted just once, in October and
November of 2023.

3.2 Data Analysis

In order to systematically analyse the data collected from the written reflections on the case study
task, a thorough content analysis was essential. As Kuckartz and Rädiker [31], explained, qualitative
content analysis is a methodically controlled scientific analysis of texts, images, films, and other
forms of communication. Qualitative content analysis comprises three basic approaches: content-
structuring, evaluative, and typifying qualitative content analysis. Given the research design of this

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Table 1: demographical background of the participants

Participant Academic degree Gender Age Citizenship

S1 BSc Male 29 Austria
S2 BSc BSc MSc Male 28 Austria
S3 BSc Male 29 Croatia
S4 BSc Male 26 Austria
S5 BSc Male 33 Austria
S6 BSc Male 25 Hungary
S7 BA MA Male 31 Austria
S8 BSc Male 21 Austria
S9 BSc Male 27 Austria
S10 BSc Male 23 Austria
S11 BSc Male 43 Austria
S12 BSc Male 33 Austria
S13 BSc Male 40 Austria
S14 BSc Male 33 Austria
S15 Bakk. tech. Male 40 Austria
S16 BSc Male 29 Austria
S17 BSc Male 27 Austria
S18 BSc Female 40 Austria
S19 BSc Male 27 Switzerland
S20 BSc Male 43 Austria

study, a content structuring approach was chosen. The data collection- and data analysis process is
shown in FIGURE 2.

Content structuring in qualitative content analysis methodically divides information into different
categories [31]. This structured framework serves as the basis for a systematic and organised presen-
tation of the research findings. The content analysis category system was developed deductively.
The following overarching categories were derived directly from the case study: (1) simulation
game, (2) ChatGPT, and (3) learning experience.

These overarching themes are closely related to the case study task and effectively summarise the
focus of this research. In line with the research objective, the key themes identified revolve around
simulation games using ChatGPT and the learning experience it provides. Furthermore, these
basic categories serve as a solid foundation for the design and organisation of the findings. The
process of delineating types through content analysis is greatly facilitated by the use of quality data
analysis (QDA) software, a concept recommended by Kuckartz and Rädiker [31]. Consequently,
the MAXQDA 2022 standard was carefully used to streamline the content analysis in this particular
study.

In the coding phase, the collected data were thoroughly analysed in terms of the main thematic
categories and systematically coded accordingly. Once the coding process was complete, a series of
basic and complex analyses were carried out. The analyses were structured according to pre-defined

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Figure 2: data collection and data analysis process based on Kuckartz and Rädiker [31]

categories. The content analysis of the reflections included both qualitative components and aspects
such as verbatim quotes [31].

4. RESULTS

The results are listed by category, and these categories represent the students’ experience of the
exercise, their insights into the functionality and effectiveness of ChatGPT in simulated role-playing
business conversations, and their evaluation of the simulation as a learning method. Students
report a valuable learning experience that provides deeper insights into the decision-making and
strategic planning of cloud migration. They highlight the challenges and effectiveness of ChatGPT
in simulating realistic conversational situations, although some point out the limitations of AI in
terms of depth of interaction and the ability to continue a conversation naturally. The simulation
is seen as an innovative and effective way to improve communication skills and understanding of
cloud migration.

4.1 Business Game

The Business Game category summarises students’ evaluations and reflections on the effectiveness
of the simulated business game as a learning method. This category includes insights into the

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dynamics of the game, the role of interaction with the ChatGPT, and the overall evaluation of the
simulation as a pedagogical tool.

Students described the simulation as an innovative and interactive way to understand complex
cloud migration concepts and processes. The simulation provided hands-on experience that allowed
students to apply theoretical knowledge, develop strategies, and make decisions in a risk-free en-
vironment. This hands-on experience is essential for a deeper understanding of the challenges and
solutions of cloud migration projects. This was echoed by student S10, who noted that “this exercise
also reflects the real world in which cloud consultants work”. However, several students also voiced
criticism, claiming “the chat itself was not interactive enough” and that “a real conversation with a
supervisor would be more emotional and interactive and less bulleted.”

Overall the feedback from the simulation was overwhelmingly positive and the role of ChatGPT
in the simulation was found to be enriching. The students appreciated ChatGPT as an immediate
source of information and assistance, which made the simulation more enriching. This enhanced
their learning experiences while also making the simulation more realistic. Students enjoyed the
simulation, as evidenced by the following statement from student S6: “This negotiation session
was very interesting, exciting, and extremely realistic. Interacting with ChatGPT also promoted
the development of critical thinking skills, as students had to learn to assess the relevance and
accuracy of the information they received. Students highlighted the importance of this type of
hands-on experience in vocational education, especially in rapidly evolving fields, such as cloud
technology. They saw the simulation as an effective way to reinforce learning, develop problem-
solving skills and encourage teamwork. They believed that the simulation was a useful tool for
fostering teamwork, strengthening problem-solving abilities, and reinforcing learning.

4.2 ChatGPT

The ’ChatGPT’ category reflects the students’ direct experiences and evaluations of using Chat-
GPT as a tool in the simulated cloud migration consultancy sessions. These reflections include
assessments of the usefulness, accuracy and limitations of ChatGPT in a professional consultancy
context.

Students described their interaction with ChatGPT as eye-opening in terms of the potential of artifi-
cial intelligence to aid decision making. They highlighted ChatGPT’s ability to provide comprehen-
sive information quickly, which can be invaluable in guidance situations. The speed and efficiency
with which ChatGPT responded to queries was highlighted as particularly helpful in accelerating the
learning process and improving decision-making. This is evidenced by student S16’s statement that
“the accuracy of the questions asked by ChatGPT [...] was impressive” and student S20’s statement
that “the way the chatbot behaved was remarkably human-like”.

However, challenges and limitations are also discussed. Some students pointed out that ChatGPTs’
responses sometimes lacked depth or contextual understanding. This critical perception is illustrated
by student S15, who felt that “ChatGPT is not mature enough to be a good negotiation partner”.
These limitations led to discussions about the need to be critical of the information provided and to
evaluate it in the context of their own knowledge and the specific requirements of a cloud migration
project.

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Students also recognised the importance of developing skills in using AI tools. They reflected on
the need to formulate clear and precise questions in order to get useful answers and saw this as
an important skill for the future. Moreover, ChatGPT’s function was emphasised as an addition
to human knowledge rather than a substitute. Students saw ChatGPT as a tool that complements
human skills by providing access to information that supports decision making without undermining
critical judgment and human intuition. This collaborative approach fosters a synergy between AI and
human capabilities, contributing to a more comprehensive and effective decision-making process.

4.3 Learning Experience

The Learning Experience category includes student reflections on their personal and professional
growth processes while practising with ChatGPT in simulated cloud migration consulting scenar-
ios. These reflections include insights into the effectiveness of ChatGPT as a learning tool, the
exploration of students’ learning strategies, and the development of cloud migration skills. This
is clearly illustrated by the statement of student S5: “In conclusion, I can say with conviction
that this role-play has fundamentally changed my perspective on cloud migration projects. It has
given me the tools and understanding to tackle such projects with confidence and competence”. In
addition, students reported a deeper understanding of the complexities and challenges associated
with cloud migration projects. They highlighted how interacting with ChatGPT enabled them to
apply theoretical knowledge to practical scenarios, giving them a better understanding of how to
plan and execute such projects. This is supported by student S6’s comment: “It was quite fun to be
able to draw on the knowledge I had already learned from the lectures, because these were the kinds
of questions that were asked at the end.” The opportunity to experiment with various approaches
in a risk-free environment and to receive immediate feedback were also emphasised by the students
as being crucial for encouraging deeper reflection and understanding.

Another important aspect of the learning experience is the improvement in communication skills.
Students found that the need to articulate their thoughts and strategies clearly and concisely to
interact effectively with ChatGPT improved their ability to communicate complex ideas clearly.
This is particularly relevant in counselling situations where clear communication is crucial. Students
also reflected on the role of AI in their education and professional development. Students also
stressed the potential and limitations of AI-based learning tools, particularly in terms of personalised
learning and adaptation to individual learning styles. The ChatGPT exercise is seen as an example
of how AI can support learning by providing interactive and adaptive learning experiences.

To conclude students discussed the value of lifelong learning in the rapidly advancing field of
technology. Many of them found that using ChatGPT highlighted the necessity to continuously
learn new skills, but also to deepen and refine acquired knowledge to keep pace with developments
in cloud computing and other fields. To sum up, the students “would recommend this method of
learning to others” and “agree to expand on this exercise going forward.”

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5. DISCUSSION

The integration of artificial intelligence into university teaching using ChatGPT in business games
demonstrates the potential of AI to revolutionise the educational landscape. The study, conducted as
part of the Cloud Computing Engineering Masters programme, shows how AI may increase student
engagement and motivation while also fostering the development of critical thinking, problem-
solving, and effective communication skills. These findings resonate with Salmon [3], who empha-
sises the value of fusing the best of technology with the best of human learning. The targeted use of
ChatGPT in a simulated role-playing game for the strategic planning and implementation of cloud
migration enabled students to apply theoretical knowledge in a practical and risk-free environment.
This game-based learning approach aligns with the research of Matute Vallejo and Melero [18],
who advocate for simulation games as an effective method for improving learning engagement
and performance. The positive feedback from students regarding their interaction with ChatGPT
confirms the importance of AI as an innovative teaching tool that enriches the learning experience.
This result echoes Schmid et al.’s [12], assertion about the potential of AI tools to create more
flexible and personalised teaching and learning environments.

The study’s outcomes underscore the transformative potential of AI in education, aligning with the
European Commission’s [6], call for the optimal use of AI applications in education to improve both
learning outcomes and adaptability to digital change. In conclusion, the effective integration of AI
tools, particularly ChatGPT, in simulation games actively engages students in the learning process
and prepares them for the demands of the digitised work environment. These findings emphasise the
necessity for continuous adaptation and innovation in higher education, as recommended by Tran
and Herzig [4], advocating for increased integration of AI in higher education to ensure forward-
looking and high-quality education.

In our study, we extend research on large language models (LLMs) such as ChatGPT by integrating
them into role-based simulation games in an educational context. This application demonstrates
the practical implementation of Vygotsky’s sociocultural theory [14], by using ChatGPT to opera-
tionalise the Zone of Proximal Development (ZPD) and simulate social interactions. Our findings
illustrate how digitised teaching methods enhance cognitive skills and offer new insights into the
application of sociocultural practices in modern education.

Furthermore, our research supports the transformative effects of integrating AI into curricula, as
discussed by Tran and Herzig [4], and Schmid et al. [12]. By using ChatGPT in role-playing games,
we demonstrate how AI can enhance critical thinking and problem-solving skills. In addition, we
address the need for better management tools for educators and the creation of personalised learning
experiences, as highlighted by Hedderich et al. [32], Sonderegger and Seufert [33], and Gan et al.
[34], emphasising the practical aspects of using AI in education.

6. LIMITATIONS AND FUTURE DIRECTIONS

This study adopts innovative approaches and provides insightful findings. However, it is important
to consider a number of limitations when interpreting the results, most notably the fact that the find-
ings are limited in their generalisability due to the focus on cloud computing engineering students

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which is a restricted group of 20 participants. While the exclusive use of qualitative data provides
in-depth understanding of the learning experience, it neglects quantitative evaluations of learning
success and engagement, which are essential for a comprehensive assessment of the effectiveness of
ChatGPT in educational scenarios. In addition, the ethical aspects of the use of AI in education have
not been fully addressed. Finally, the independent writing of reflections by students, without the
possibility of consultation, limited the depth of the findings. The qualitative research approach could
be seen as limiting from a quantitative perspective. Future research should therefore aim for a more
diverse group of participants and methodological triangulation to enable a more comprehensive
evaluation.

Expanding participant pools and using standardised questionnaires in conjunction with qualitative
research approaches have to be the top priorities for future studies.This approach will increase the
robustness and reliability of feedback collection and provide a more comprehensive understanding
of how students interact with and benefit from these simulations. Using larger and more diverse
groups of participants will allow for a broader assessment of educational impact across different
learning environments and student demographics.

Additionally, it is critical to create resources that allow teachers to accurately manage and promote
chatbot interactions in role-playing games. Tailoring chatbot behaviour to individual student re-
sponses and engagement can significantly enhance the learning experience, especially in complex
or sensitive scenario simulations. Future studies should also focus on personalising the learning
experience within these role-playing scenarios and integrating emotional intelligence into chatbots
to make them more responsive to students’ emotions. Establishing rigorous methods to evaluate the
effectiveness of these technologies in role-playing simulations will help educators better understand
their impact and refine their strategies to maximise educational benefits.

Despite the significant potential that Large Language Models (LLMs) such as ChatGPT offer for
education, there are important limitations that need to be considered. The ethical concerns and
privacy issues associated with the use of these technologies in educational contexts require careful
consideration. It is crucial to protect sensitive student data and ensure privacy, which calls for
well-designed regulation. Furthermore, our study did not fully assess the resources required to
develop and maintain educational chatbots, which could affect the feasibility and sustainability of
their implementation in educational institutions.

In addition, our study focuses primarily on the implications within the education sector and neglects
the broader applications of AI in other sectors, potentially obscuring the full impact of these tech-
nologies. Ensuring that chatbots stay on topic throughout pre-defined dialogues presents additional
challenges in addition to the ongoing demand for monitoring and adjustments. Furthermore, the
issue of data bias in AI training, which can undermine the fairness and reliability of learning out-
comes, has not been sufficiently addressed. Finally, the rapid evolution of AI technology may not
have been fully considered in our analysis.

7. CONCLUSION

This study highlights the roles of AI and digital tools in modern education, particularly in the context
of higher education. The integration of AI into teaching, as demonstrated by the use of ChatGPT

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in simulation games, not only offers students the opportunity to apply theoretical knowledge in
practice, but also promotes important skills such as critical thinking, problem-solving and effective
communication. These findings highlight the importance of further developing digital teaching
methods to improve the quality of higher education and prepare both learners and teachers for the
challenges and opportunities of the digitalised future. This practical case study shows that AI tools
can be used not only for writing or research, but also for other applications in teaching. Even though
Schöllhammer [35], argued against requiring students to use AI tools in the classroom, AI is an
inevitable subject from a computer science standpoint for the Master’s course in Cloud Computing
Engineering. AI is therefore not only the content of the Master’s programme, but is also used in
a targeted didactic way. It should be noted that this case study is the first attempt at such a task.
This particular example ought to inspire other university lecturers to reorganise their courses and
experiment with different tasks. It is important to stress that this example should not be seen as
complete or exhaustive. Rather, it is a first step that will be continuously improved and expanded
in the coming years.

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