@inproceedings{BroekerSchmuliusSchmohletal.2022, author = {Br{\"o}ker, Thomas and Schmulius, Nina and Schmohl, Tobias and Dulisch, Fabian and Marquardt, Sabrina and H{\"o}llen, Max and Voit, Thomas and Zinger, Benjamin}, title = {What can educators learn from social game design in university online teaching?}, series = {Conference proceedings. International conference "New perspectives in science education"}, booktitle = {Conference proceedings. International conference "New perspectives in science education"}, publisher = {Filodiritto Editore}, address = {Bologna}, doi = {10.25656/01:27941}, year = {2022}, abstract = {In recent years considerable research efforts have been made to provide evidence for a nexus between game design elements in non-game contexts. Our research presents a new approach to bridge game design elements and educational theory: defining a set of motivational "patterns" used for pedagogical purposes in university teaching scenarios. To this end, we will build upon preliminary empirical results from a research project called EMPAMOSĀ®. It derived a set of motivational elements frequently used in social game designs. Our hypothesis is that these elements resemble on a structural level and are directly transferable to motivational factors in online education contexts. Focused on cooperative teaching and learning, we develop a curriculum to enable educators to implement motivational molecules from game design in their learning settings. The paper presents basic premises and a preliminary structure of the curriculum. By examining educational settings in terms of a "broken game", we provide a new perspective on the prerequisites for learning at the university level.}, language = {en} }