New Perspectives in Science Education
New perspectives on cooperative learning in science: What can Educators learn today from Social Game Design in University Online Teaching?
Nina Schmulius, University of Applied Sciences of the Grisons (Switzerland)
Tobias Schmohl, OWL Technical University of Applied Sciences and Arts (Germany)
Thomas Bröker, University of Technology Nuremberg, Germany (Germany)
Fabius Dulisch, OWL Technical University of Applied Sciences and Arts, Germany (Germany)
Sabrina Marquardt, OWL Technical University of Applied Sciences and Arts, Germany (Germany)
Max Höllen, University of Technology, Nuremberg (Germany)
Thomas Voit, University of Technology Nuremberg (Germany)
Benjamin Zinger, University of Technology, Nuremberg (Germany)
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 teaching scenarios in science. 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.
Keywords: cooperative learning, gamification, motivation, train-the-trainer, curriculum
References
- Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, M. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review.
- Bröker, T., Voit, T. & Zinger, B. (2021, in press). Gaming the system. Das Motivationspotenzial von Spielen erschließen. In T. Schmohl & A. Watanabe (eds.), Künstliche Intelligenz in der Hochschulbildung. Bielefeld: transcript.
- Stoetter, N. (2017). Gaming 2016. Beobachtungen aus der Spieleindustrie. neuroreha, 09(01),
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Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.
Project EMPAMOS, https://empamos.in.th-nuernberg.de/en/
