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Summary Community science is experiencing a small revolution with many new projects, some of which combine modern computer science with human creativity and games. In FoldIt, players can fold and design proteins, and create suitable ligands for them. In DrugIt they can create small molecules for target structures and thus, gain direct insights into drug development concepts and support the process directly. The best results from the game are analyzed by researchers and might even be published. [ABSTRACT FROM AUTHOR]

This article reviews Gaming and Extremism: The Radicalization of Digital Playgrounds (2024), edited by Linda Schlegel and Rachel Kowert. Gaming and Extremism (2024) presents the current state of the literature on the nexus between videogames, gaming spaces, and extremism.

Der digitale Wandel fördert das Interesse an Online-Lernplattformen, wirft jedoch Fragen bezüglich der Gestaltung motivierender altersgerechter Angebote auf. Gamification, die Integration von Spielelementen und -mechanismen unter anderem in Lernkontexten, bietet Potenzial zur Steigerung von Motivation und mithin Nutzungsengagement und Lernleistung. Die Effektivität von Gamification hängt dabei stark von der Akzeptanz durch die Lernenden ab, insbesondere bei Erwachsenen, bei denen eine subtile Implementierung nötig sein kann, um den bis in die Gegenwart sozialhistorisch nachvollziehbaren Gegensatz zwischen Spiel und Ernst zu umgehen. Die Herausforderung liegt darin, spielerische Aspekte so zu integrieren, dass sie, um Ablehnung zu vermeiden, die Lernmotivation ohne offensichtliche Spielmechanismen fördern. Forschungsergebnisse deuten darauf hin, dass erwachsene Lernende spielerischen Inhalten in ernsten Kontexten häufig kritisch gegenüberstehen, was die Wirkung von Gamification einschränken oder verhindern kann. Eine erfolgreiche Anwendung von Gamification erfordert demnach ein Verständnis für die Zielgruppe, ihre Wahrnehmung und Einstellungen. Zukünftige Forschungen sollten sich darauf konzentrieren, altersspezifische Strategien zu entwickeln, um das Potenzial von Gamification effektiv im Rahmen von selbstgesteuerten non-formalen Bildungsangeboten wie Online-Lernplattformen nutzen zu können.

Motiver les apprenants est un défi constant pour les enseignants. La gamification, utilisée comme outil pédagogique, présente un fort potentiel pour engager et motiver les apprenants. Cet article présente et analyse quatre plateformes ludifiées qui peuvent être particulièrement utiles dans l'enseignement et l'apprentissage des langues étrangères afin de stimuler la motivation et l'engagement des apprenants. Abstract Motivating learners presents a persistent challenge for educators. Gamification, when implemented as an educational tool, demonstrates considerable potential to engage and motivate students. This article presents an analysis of four gamified platforms that have been identified as particularly effective in the teaching and learning of foreign languages. The study examines their potential to enhance learner motivation and engagement, thus supporting improved educational outcomes.

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Objective: The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI). Methodology: In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.Results: Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention. Conclusions: Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.

Game-based approaches are emerging in many fields, such as education, social sciences, marketing and government. Most studies debate its role in consolidating learning, guided by both internal and external rewards.

Durch die fortlaufende Digitalisierung steigen die Anforderungen an die Professionalisierung von (angehenden) Lehrkräften stetig an. Um alle Lernenden weiterhin zur gesellschaftlichen Teilhabe zu befähigen, müssen Lehrkräfte Methoden anwenden, welche neben den schulischen Inhalten auch notwendige Kompetenzen im Umgang mit digitalen Medien vermitteln. Speziell im MINT-Bereich ist ein stetiger Wandel der technischen Gegebenheiten zu beobachten, weswegen die Digitalisierung der naturwissenschaftlichen Begabungsförderung einen notwendigen Schritt beschreibt. Digitale Escape-Rooms liefern durch ihre flexiblen und variablen Gestaltungsmöglichkeiten einen ansprechenden Rahmen, um sowohl naturwissenschaftliche Inhalte als auch digitale Kompetenzen zu fördern. Im Rahmen eines Online-Seminars zur naturwissenschaftlichen Begabungsförderung wurde eine interaktive Planungshilfe für (angehende) Lehrkräfte entwickelt, die es ihnen ermöglicht, eigene digitale Escape-Rooms zu entwickeln und als Unterrichtsmethode zu nutzen. Das Material wurde für diesen Beitrag überarbeitet und erweitert, um es auch losgelöst von einem begleitenden Seminar nutzbar zu machen. So kann es flexibel in eigene Seminarkonzepte eingegliedert oder aber als begleitendes Material im Rahmen von Fortbildungskonzepten zugänglich gemacht werden.

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The article is a summary of the work carried out by an international team of experts as part of the first intellectual output of the i-CONTENT project: A Toolkit for Educators and VET providers for the design and development of online interactive gamified content, funded by the Erasmus+ Programme, which aims to serve Trainers and VET providers (mainly SMEs) delivering non-formal initial and continuous VET courses who wish to transform the typical classroom led course delivery into an online interactive gamified learning experience (asynchronous and synchronous learning) allowing them to meet current market needs and enabling them to target the global market. Partners from five countries (Poland, Italy, Greece, Cyprus, United Kingdom) conducted research on two target groups – VET trainers and students, in order to determine what online tools are used by trainers to create online courses, which prompts students to enroll in an online course, and what key elements they believe are necessary to keep the course engaged and what makes the course attractive. Based on the results of the research, the authors have developed “A guide for the design phase of the interactive phase of an online course” containing information on designing attractive and effective course content before moving to the development phase, how to set goals, structure, and define learning outcomes.

The issue around which this study focuses is gamification, which takes into account the peculiarities of adult learning, the essence of cognitive mechanisms and the way of acquiring new knowledge by people who, in order to learn effectively, want to influence and decide what to learn, at what time and they take full responsibility for it. The text presents the possibilities of using gamification in the context of formal and informal education of adults. The first part of the text discusses the definitional approaches operating in the literature and the basic understanding of gamification. Then its internal and external structures and processes are discussed. The author highlights the advantages of gamification as an effective motivational strategy in adult education. The advantages are analysed in the context of the self-determination theory of Edward L. Deci and Richard M. Ryan.

Copyright of Transfer: Zeitschrift für Kommunikation & Markenmanagement is the property of Deutsche Werbewissenschaftliche Gesellschaft and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As gaming and gamification play an increasingly important role in recruitment processes and radicalisation, there is an urgent need for evidence-based research in this field. One aspect is the use of games and gamification in prevention work. The article presents a project in which an online-game against extremism was developed and focuses on its evaluation using a pre-post design and a combination of quantitative and qualitative methods. The aim of the game is to educate young people about radicalisation processes in order to increase their resilience. The pre-post comparison showed that young people changed their attitude towards extremist narratives after playing the game: they agreed significantly less with statements that referred to extremist narratives, e.g. legitimising violence or spreading conspiracy theories. When they played the game in the course of a workshop, they also showed lower approval rates for authoritarian attitudes afterwards. The self-assessment of their learnings was consistently high, whereby even greater effects could be observed for those who had played the game in the course of a workshop. Despite some limitations in data collection due to the COVID-19 pandemic, the evaluation provides interesting insights into the impact of the game on the prevention of radicalisation.

The black swan event in education systems of the whole world has generated a surge in the demand for web based teaching and learning. Starting as inevitability, online education turned into an emergence of numerous educational platforms, tools and methods. The saying presuming that black swans did not exist-has become reinterpreted to rare events that are beyond the realm of normal. The general understanding that online education as a whole does not exist —has become reinterpreted to the most up-to-date and commonly used way of teaching. Getting used to an absolutely digital way of delivery is a long process, which requires supporting our learners throughout this journey of digitalization. This paper explores which lesson conducting patterns, such as various activities and games, can help overcome psychological barriers related to the lack of interpersonal communication and one-on-one support in online teaching. It also addresses how university students can benefit from the online delivery of ESL courses and examines the strategies that make the students more successful in a new normal. This paper raises questions how to best support English preparatory program university students in a way that they can take the most out of e-learning. This study was designed to analyze the psychological determinants of the learners’ behavior relevant to online learning. The number of psychological challenges that the students are facing in online medium of communication, and how these issues can be addressed. This study, based on the students being surveyed, focused on English Preparatory Program university students, who are currently combining faculty courses and English language course. The research study was conducted through the questionnaire and sent to the students via Google Forms. The students got open ended and Yes/No questions pertaining to the online environment, and structure of the course in terms of benefits, pitfalls and suggestions to take into consideration, when learning in a new reality. All the questions were answered anonymously.

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Copyright of Die Unfallchirurgie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Der Beitrag thematisiert die konkreten Herausforderungen, die die sozialen Transformationsprozesse Digitalisierung und Inklusion für die Lehrkräftebildung erzeugen. Einerseits müssen zukünftigen Lehrkräften Kompetenzen vermittelt werden, um innovative digitale und inklusive Lernumgebungen gestalten zu können. Andererseits herrschen an den Schulen sehr unterschiedliche Rahmenbedingungen, die inklusive und digitale Unterrichtssettings beeinflussen. Berufspraktische Erfahrungen fallen daher sehr unterschiedlich aus und lassen kaum systematische Einsichten über den didaktischen und pädagogischen Mehrwert innovativer Ansätze zu. Letztlich scheitern diese in der berufspraktischen Ausbildungsphase häufig bereits an verfügbarer Technik oder an einer fehlenden adäquaten räumlichen Ausstattung. Im Beitrag thematisieren wir von dieser Problemlage ausgehend das Konzept des Lehr-Lern-Raumes Inklusion, indem Studierende auf innovative und flexibilisierte Lernszenarien vorbereitet werden. Am Beispiel des Gamification-Ansatzes wird dabei gezeigt, wie Inklusion und Digitalisierung sinnvoll als gemeinsame Themen der Lehrkräftebildung vermittelt werden können. Abstract This article addresses the concrete challenges that the social transformation processes of digitization and inclusion create for teacher education. On the one hand, the current structure of teacher training makes it difficult to consider digitization and inclusion as joint development tasks. On the other hand, schools have very different framework conditions that influence inclusive and digital teaching settings. Professional experience, therefore, varies greatly and hardly allows for systematic insights into the didactic and pedagogical added value of innovative approaches. Ultimately, these often fail in the practical training phase due to the availability of technology or the lack of an adequate spatial learning environment. In this article, we address the concept of teaching-learning space inclusion based on this problem situation by preparing students for innovative and flexible learning scenarios. Using the gamification approach as an example, we show how inclusion and digitalization can be meaningfully taught as common topics in teacher education.

In ingenieurwissenschaftlichen Studiengängen liegt der Fokus oft stärker auf den jeweiligen fachlichen als auf Informationskompetenzen, die jedoch spätestens bei der Erstellung der Abschlussarbeit nötig sind. Um dafür benötigte Fähigkeiten zu fördern, wurde im Rahmen eines Praxisprojekts im Kölner MALIS-Studiengang ein Online Escape Game für Studierende am Fraunhofer-Institut für Produktionstechnologie IPT erstellt. Zur Planung gehörten die Identifikation von relevanten Komponenten dieser Spielform sowie die Entwicklung eines didaktischen Konzepts und die technische Umsetzung.

Rekabetin vazgeçilmez öğesi olan örgütsel öğrenme kapasitesinin artmasında gönüllülüğün önemi, diğer güdüleyicilerden daha belirgin görünmektedir. Örgütlerde öğrenme ve öğretme etkinliklerinde oyunlaştırmanın önemi hakkındaki kabullenme de koşut etkililik faktörlerinden sayılabilecek, oyun deneyimine katılım arzusu yaratacaktır. Eğer bu sav yerindeyse oyun deneyiminin örgütsel öğrenmeyi gerçekleştirmesi için çalışanların oyuna katılma arzusu taşımaları gerekmektedir. Hem örgüt yöneticileri hem de çalışanlar bilgi üretme ya da edinme yarışında iş yerinde oyun deneyiminden yararlanma olasılığını araştırmaktadır. Böylelikle hem daha uzun süre çalışmak hem de daha başarılı olmanın mümkün olup olmadığı ile ilgili pek çok araştırma yapılmaktadır. Bu çalışma bu alandaki kurama dair bir denemedir. Çalışmanın amacı oyunlaştırmanın, oyun deneyimine katılım arzusu aracılığıyla örgütsel öğrenme kapasitesi üstündeki olumlu etkisini incelemektir. Oyunlaştırma deneyimi Afyonkarahisar İlindeki işyerlerinde çalışanlara 22 Mart- 21 Mayıs 2021 tarihleri arasında verilen Endüstri 4.0 eğitimlerinde incelenmiştir. Oyun deneyimi için Türkiye’de ilk kez kullanılacak araştırma ölçeğinin keşfedici faktör incelemesi yapılmıştır. Ardından, aracı değişkenlerde ilişki analizi için “PROCESS” makro algoritması yardımıyla uygulanan hipotez testiyle iş yerinde yenilikçilik sürecinde çalışanların ön kabulüne bağlı olarak oyunlaştırmanın örgütsel öğrenme kapasitesini artırdığı bulunmuştur. Bu kapsamda araştırmacı ve yöneticilere getirilebilecek bazı önerilere değinilmiştir. Diğer araştırmalardan farklı olarak bu araştırmada güçlü çıkan kabul arzusunun aracılık etkisi örgüt yöneticilerinin dikkatine sunulmaktadır. Bu kapsamda önerilen dikkat, yöneticilerin oyunlaştırmayı dayatarak gönüllü katılım koşulunu kaçınılmaz olarak ihlal etmekte oldukları üzerinedir. Böyle bir zorunlu katılım dayatması belki de oyunlaştırmanın liderler ve yöneticiler tarafından her derde deva görülmesinden kaynaklanmaktadır. Bu çalışmanın ortaya koyduğu gibi bu tavır çalışan bağlamını önceki çalışmaların çoğunun kullandığı ilk müşterilerin çalışanlar olduğu var sayımından önemli ölçüde uzaklaşmaya neden olabilecektir.

The functionality of social media permits (and maybe fosters) an increase in political radicalization, which causes immense social harm. In response, authorities have started using social media for prevention but empirical evidence on the effectiveness is scarce The present study evaluates the effects of an interactive film distributed in social media that aims to reduce the individual level of radicalism in attitudes and radicalization intentions. During the film, viewers have to express their opinion on increasingly radical statements by clicking popup buttons. Depending on their opinions, the plot of the film takes a different route. For identification of causal effects, the evaluation uses a randomized controlled trial (RCT) with a two-week follow-up. The empirical results show that the film immediately reduces the level of radicalism in attitudes by 12% and radicalization intentions by 15% of a standard deviation. After two weeks, these effects are still persistent but fade out a little in the general population. There are stronger and more persistent effects among the subgroups of 18-24 year-olds, women, and people on the left of the political spectrum. Because these subgroups resemble the characteristics of the protagonists, we speculate that social identification enhanced treatment effects. Cognitive dissonance, on the other hand, may explain why people on the right of the spectrum did not react to the film. The findings demonstrate the importance of target-group oriented design and early prevention.

Information technology is becoming an increasingly important part of the lives of today's youth, opening up numerous opportunities for its application in various fields of public practice. The statistics presented in the article on the increasing demand for gaming IT industry products update the search for ways to incorporate gamification components in the educational space in order to optimize the process of professional development of a competitive specialist. The article considers the incorporation of gamification into the educational process of higher education institutions in order to develop stress resistance in individuals as a factor in selecting constructive strategies for overcoming life crises in young people. The concept of gamification is investigated using scientific research analysis. The benefits of gamification in the educational and psychocorrectional processes are established. The use of simulator games with augmented and virtual reality elements in the process of developing constructive coping strategies of individual behavior in uncertain situations and overcoming life crises is supported. The article describes the experience of interdisciplinary research at Bogdan Khmelnytsky Melitopol State Pedagogical University's STEAM-laboratory, Laboratory of Psychophysiological Research, and Laboratory of Health Psychology. The paper describes in detail the step-by-step empirical study on the incorporation of gamification components as well as augmented and virtual reality technologies into a comprehensive training program aimed at developing resilience, emotional stability, and as a predictor of constructive strategies for overcoming life crises in young people. The implementation of the experience is described in the stages of ascertaining and shaping the study. According to the findings, implementing a psycho-correctional program with gamification elements aided in increasing the individual's emotional stability and stress resistance. Representatives of the experimental group, who received active training using gamification elements and AR/VR technologies, demonstrated significant differences in the choice of constructive strategies for overcoming life crises when compared to the control group, which did not receive training.

Gamification techniques have long been applied by the business and marketing world to encourage explicit behaviours and increase customers’ incentive and commitment. However, in the past ten years in education, especially in language teaching and learning the benefits of this technique have also been realized as it provides an alternative to engage and motivate students in the classroom. The motivation and involvement of today’s digital generation can easily be increased by the integration of various digital tools and applications providing further opportunities for students to collaborate and communicate as well as to obtain extra scores, which can later be turned into grades or even exam grades. This methodology and pedagogy assist language teachers in finding the balance between achieving their teaching goals and meeting students’ needs. Therefore, in education today it is crucial to be resilient and flexible and be able to modify and adopt instructional methods and activities in order to meet the needs of the digital generation, and be ready to respond instantly to emergencies, or global pandemics, as it was and still is the case with COVID-19. The present paper aims to provide an insight into an international research that was carried out in the spring of 2019 involving 547 medical and healthcare students from seven European Higher Education institutions. The goal of the study was to gain some understanding of the use of gamification techniques applied in Languages for Medical and Healthcare Purposes (LMHP) classes as well as to shed light on students’ attitude towards its use. As the results suggest, gamification tools are highly applied in medical and healthcare education across Europe, and gamifying LMHP classes contributes to students’ motivation, provides them with a genuine sense of achievement and enhances their communication and collaboration skills. The authors conclude that the success of gamification lies in making the learning experience engaging and interactive, irrelevant of weather we are applying this methodology during face to face classes or online sessions due to COVID-19.

Copyright of Alman Dili ve Edebiyati Dergisi / Studien zur Deutschen Sprache & Literatur is the property of Alman Dili ve Edebiyall Dergisi / Studien Zur Deutschen Sprahe und Literatilr and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With students spending up to 20% of their in-class time texting, emailing, and checking social media, it is no wonder the problem about smartphones in the classroom arises. This article presents results of a piece of research focused on the analysis and reflection of the smartphone applications used with higher education students in order to provide, as well as to improve, their results in departmental exams while they are studying English at a professional level. The study took place over one semester of a curricular English course where smartphone applications were carefully selected and integrated into the current didactic units of the standardized institutional English program, with the purpose of finding, in the school of tourism and gastronomy, not only a solution, but a different approach to turning the problem into part of an updated methodology for the foreign language classroom. The results of this research are expected to have a significant impact on the improvement of the methodology used by teachers at all the schools on our institutional English program with the effect that, once the teachers begin to implement the systematic use of smart phone applications in the delivery of their lessons, learners will hopefully perceive the English course as more relevant and meaningful and be motivated to achieve the expected results.

Low literacy levels make social participation and equal opportunities more difficult. A significant proportion of the German working population is confronted with reading and writing problems in everyday life. This article provides suggestions for sensitizing students to this heterogeneous target group and offers concepts and methods for tailored instruction that integrates consumer-oriented topics and basic literacy. [ABSTRACT FROM AUTHOR]

While the last years have seen increased engagement with gaming in relation to extremist attacks, its potential role in facilitating radicalization has received less attention than other factors. This article makes an exploratory contribution to the theoretical foundations of the study of gaming in radicalization research. It is argued that both top-down and bottom up gamification have already impacted extremist discourse and potentially radicalization processes but that research on gamification in other contexts points to a much wider application of gamification to extremist propaganda distribution tools in the future. The potential influence of video games on radicalization processes exceeds the transfer of the popular argument that exposure to violent media leads to desensitization to the context of radicalization and includes the exploitation of pop culture references, increases in self-efficacy regarding violence, and the direct experience of retropian visions through the content of games.

L’educazione finanziaria è un argomento di sempre maggior interesse al giorno d’oggi, in particolare per la formazione degli studenti delle scuole secondarie, in modo che diventino soggetti attivi e consapevoli nel prendere decisioni in ambito economico e finanziario. All’interno del progetto Edufin@Polimi è stato creato un gioco da proporre nelle scuole secondarie di secondo grado per avvicinare i ragazzi ai concetti principali di matematica finanziaria, come le leggi di capitalizzazione, il rendimento degli investimenti, le condizioni dei prestiti. In questo articolo viene descritta la fase di progettazione del gioco e si riportano i risultati delle prime sperimentazioni realizzate in tre diverse scuole.

Copyright of Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Projekt-Management Aktuell is the property of Narr Francke Attempto Verlag GmbH & Co.KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Das Modul «Medien und Informatik» des Lehrplans 21 verlangt von Primarlehrpersonen, dass sie mit ihren Schülerinnen und Schülern verschiedene Kompetenzen und Inhalte im Bereich der Informatik erarbeiten. Für die Erfüllung dieses Auftrags benötigen die angehenden Lehrpersonen eine entsprechende Ausbildung, die sie mit dem relevanten Fachwissen und den erforderlichen Kompetenzen in der Informatik ausstattet. Um dies zu gewährleisten, hat die Professur für Informatische Bildung (IB) der PH FHNW im Herbst 2017 mit dem zweisemestrigen Modul «Informatische Bildung» eines der schweizweit ersten obligatorischen Veranstaltungen für alle Bachelorstudierenden des Instituts Primarstufe eingeführt. Das Modul ist die praktische Umsetzung der theoretischen Konzepte und fachdidaktischen Ansätze von Scalable Game Design Switzerland (SGD Switzerland). Bei SGD Switzerland handelt es sich um die auf Schweizer Erfordernisse angepasste Weiterentwicklung von SGD USA – ein jahrzehntelang erprobtes umfassendes Curriculum für die Vermittlung von informatischer Bildung. Grundlage und Essenz von SGD Switzerland und somit auch von dem Konzept des neuen Moduls ist das Verständnis von Denken mit dem Computer – das sogenannte Computational Thinking. Das Konzept des Moduls «Informatischen Bildung», bei welchem die Schulung des analytischen, lösungsorientierten Denkens mit dem Computer im Fokus steht, ist ein Novum schweizweit. Dieser Beitrag erläutert das Konzept des Moduls IB und präsentiert einen ersten Einblick in die Eindrücke der Studenten, die den Kurs besucht haben.

The articles is devoted to the experimental research on the of English-language communicative competence formation of future ship engineers. The method of usage of gamification approach to form the communicative competence is proposed. The model of English-language communicative competence formation based on gamification which includes target, normative, methodological, procedural, substantive and evaluative-effective blocks is described. The article also shows the experimental research results which confirm the effectiveness of the developed structural model of English-speaking competence of future ship engineers and the methods of its formation.

RESEARCH OBJECTIVE: The main purpose of the article is to select the elements of games that increase the student’s external and internal motivation tailored to the specific type of player he/she represents. THE RESEARCH PROBLEM AND METHODS: The research problem is the issue of motivating students using gamification. The author addresses the issue of preparation of classes that will actually translate into motivation to learn practical skills, but also to develop, pose difficult questions and engage in the learning process. The research is based on the Self-Determination Theory and Marczewski gamification users typology. The basic method used in the presented research is an analysis of a questionnaire conducted among students of the Cracow University of Economics. THE PROCESS OF ARGUMENTATION: The article consists of two main parts. The first presents the concept of gamification and its use in motivating. Second part of the article is divided into three subsections. First of them contains characteristics of different participants types in gamification projects. Second of them presents assumption and research hypotheses, the other one includes analysis of the results and conclusions of the study. RESEARCH RESULTS: Thanks to the conducted research and based on the subject literature, the predispositions of students to accept the use of selected mechanisms known from games were determined. The conducted research confirmed the assumed hypothesis that the legitimacy of using particular elements of gamification depends on the target group of participants. However, the hypothesis of ineffectiveness of the use of elements specific to the type of player was not confirmed. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Further research is needed to verify this assumption, e.g. using a gamification project. Due to the limited research sample, the results do not reflect the entire population, but provide a basis for further research on the motivational elements of individual participants.

In given article the philosophical reflection of the game as a special type of social reality with its specific subject-object and subject-subject relations is conducted. In the epoch of digital reality, videogames become the dominant type of games, which has been phenomenalized into a special type of culture. The phenomenon of videogame culture lies in the fact that videogames form a special space and community, specific rules and ethics, create their own unique material and virtual artifacts. Videogame culture has a significant impact on the socialization, worldview and value orientations of the individual.

The introduction of PCs, laptops, tablets, etc. into the classroom enables a variety of new teaching settings. "Being online", "apps", "games", "chatting" - these are terms that have become an integral part of young people's language usage. The implementation of Classcraft picks up the pupils in their living environment and leads to an increased motivation to learn and work due to the computer game character. [ABSTRACT FROM AUTHOR]

Wie kann der Prozess der Dokumentation von (informellen) Fortbildungsaktivitäten genutzt werden, um sich kontinuierlich weiterzubilden und das auch zu wollen? Mit einer Umfrage wurde zunächst der Ist-Zustand an deutschen Bibliotheken abgefragt, anschließend wurde an der Hochschulbibliothek der Fachhochschule Bielefeld ein System zur Unterstützung der Dokumentation von Fortbildungsaktivitäten auf der Lernplattform ILIAS realisiert. Nach einem Jahr im Einsatz zeigen sich Parallelen zu den Umfrageergebnissen und der einschlägigen Literatur. Die Gruppe der Fachangestellten für Medien- und Informationsdienste nimmt weniger an Fortbildungsaktivitäten teil; eine Dokumentation wird als Mehrwert empfunden; ein Zertifikat als Belohnung wird vor allem von befristet angestellten Mitarbeitenden begrüßt.

Buzko V, L., Bonk A.V. and Tron V.V. Implementation of Gamification and Elements of Augmented Reality During the Binary Lessons in a Secondary School. The purpose of the research is to consider the possibilities of gamification and elements of augmented reality in the secondary school during the binary lessons in Physics and English. The objective of the research is to give examples of conducting binary lessons by means of gaming and elements of augmented reality. The object of the research is the process of teaching Physics and English in a secondary school. The subject of the research is the use of gamification and the elements of augmented reality when conducting binary lessons in a secondary school. The article considers the possibility of introducing the elements of augmented reality and gamification in a secondary school during the binary lessons. Examples of binary lessons for the secondary school students using gamification and augmented reality elements are given. The introduction of various types of educational activities during the binary lessons is analyzed. The results of the research indicate that gamification and the introduction of the elements of augmented reality in the process of studying in a secondary school contribute to the formation and development of cognitive interest of students in Physics and English; it will promote the application of scientific and technical knowledge in real life.

Open access to modern information technologies generates a new type of society that increases the productivity and competitiveness of any country in the world market and requires significant changes in the education system. One of the most innovative approaches in education is gamification of learning which has considerable capabilities to increase students’ enjoyment, interest and engagement in the study. In this regard, the aim of our research is to analyse the use of gamification in higher education institutions of Poland, Ukraine and to study the effectiveness of using Kahoot as one of gamification technologies in teaching English for specific purposes (ESP) to students in a technical university. As shown by the results of the study, Poland has considerable experience in the use of computer games in higher education, whereas Ukraine is only beginning to implement these technologies in learning. An experimental study of the use of Kahoot platform in ESP classes at university level, which employed the methods of testing, observation and questioning, showed the effectiveness and expediency of this technology, as the students demonstrated a higher achievement rate, more active engagement and deeper motivation for learning.

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Der Einsatz von digitalen Technologien im Alltag der Jugend ist selbstverständlich geworden. Die Schülerinnen und Schüler haben die Möglichkeit mit Hilfe von Geräten wie Computern, Tablets und Smartphones Zugang zu Informationen, Kursmaterialien und Übungen zu erhalten. Die dadurch gewonnenen Daten haben das Potential die Art und Weise wie wir Lehren und Lernen tiefgreifend zu verändern. In diesem Beitrag sollen die Möglichkeiten und die Entwicklung von Learning Analytics im Bildungswesen näher betrachtet und die Rolle der Lehrenden und Lernenden beleuchtet werden. Es wird ein Ausschnitt von am Markt befindlichen Werkzeugen geboten und anhand von ausgewählten Beispielen und Fallstudien der Mehrwert des Einsatzes aufgezeigt und diskutiert. Abschließend werden Datenschutzfragen und Potenziale für die Zukunft besprochen.

Spiele der Portal-Reihe und The Stanley Parable variieren Prinzipien der gamification und inszenieren die permanente Testierung eines spielenden Subjekts als eine ›Allegorie‹ auf das Spielen als Kulturtechnik. Der Artikel liest diese Kulturtechnik als Fortführung experimenteller und ideologischer Konditionierung und zeigt, wie diese diskursive Mechanismen einer Kontrollgesellschaft abbilden.