The project IDEAL-GAME is embedded in the improvement of the quality of lectures in higher edcation and addresses study programmes and study modules in mny fields. the idea is to activate the students and let them take part in a flipped classroom approach with the use of serious games in the online phases, where the learners prepare lessons and learn new aspects, concepts and theories in self-directed learning online and come back to the lesson to reflect and discuss on the learned topics and use the face-to-face learning times to deepen knowledge and compare understanding and positions. A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.
Here, we combine the flipped classroom with serious games to motivate the students, to support their learning and introduce them to new ways of learning. So, we combine game-based learning approaches with the flipped classroom. This fits to the needs of modern students who are looking for more reflection (own study 2017 and 2018) and are used to new information technology in their daily lifes. In the studies of 2017 and 2018 conducted with 140 students 86 % od the students wanted to integrate more eLearning in their study programmes and 81% stated that a flipped classroom approch would be an appropriate way to learn in higher education. 78% stated that this happen not so often at university and 93% stated that it should be used more often in lectures. 83% of the participants wanted to integrate game based learning approaches in the study programmes and 79% wanted to do this via Serious Games. At the same time 98% of the students stated that there are no Serious Games in their study programme. In interviews with 10 lecturers the same description was transported. They said that the core problem is that no adequate small serious games are available and that the design takes too much time or is beyond their skills.
This is where the project IDEAL-GAME steps in. The project aims to design an Online Serious Game Creator and create, test and evaluate Mini OER Serious Games within learning scenarios.

Within the project an online tool for the creation of small Serious Game for
higher education will be designed. This IDEAL GAME tool will offer the chance to create different types of small serious games which can be integrated in modules and lectures: e.g. (a) serious games for learning professional and subject related vocabulary, (b) serious games for assignement of corresponding facts and terms (c) serious games which focus on process flows (d) competitive serious games to enhance learning (e) Puzzle Games to get in contact with models and theories etc. The tool will be designed in a way that the small serious games can be adapted to different scientific diciplines and field individually. It can be used for modules and lectures and can be equipped by the users with different content. Thus, the goal is to create a flexible tool that can be used to design module-based serious games that promote student with digital learning, improves student activity and also incorporate a motivational game-based learning approach that can be combined with a flipped-classroom concept. In the IDEAL GAME project, in addition to the tool design itself, a series of serious games will be created with the tool and provided as OER (open educational resources). The IDEAL GAME project includes a prototype test, an integration into study modules at the participating universities, an evaluation of the designed serious games in
lectures and the construction of a show case portal with additional pedagogical tips and insights into ongoing serious games designed with the tool. In addition, a policy paper as well as publications and a handbook for the tool are created.