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.…


| 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 |
