What can educators learn from social game design in university online teaching?

  • 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 EMPAMOS®. 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 forIn 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 EMPAMOS®. 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.show moreshow less

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Metadaten
Author:Thomas BrökerORCiD, Nina Schmulius, Tobias Schmohl, Fabian Dulisch, Sabrina Marquardt, Max Höllen, Thomas Voit, Benjamin ZingerORCiD
DOI:https://doi.org/10.25656/01:27941
Parent Title (English):Conference proceedings. International conference "New perspectives in science education"
Publisher:Filodiritto Editore
Place of publication:Bologna
Document Type:conference proceeding (article)
Language:English
Date of first Publication:2022/03/18
Release Date:2025/03/05
Tag:cooperative learning, gamification, motivation, train-the-trainer, curriculum
Konferenzangabe:International Conference "New perspectives in science education",11th edition, 2022, Florence & online (Hybrid Conference)
institutes:Forschungs- und Innovationslabor Digitale Lehre FIDL
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