Pixel International Conferences

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/">https://empamos.in.th-nuernberg.de/en/