202 results on '"GAMIFICATION"'
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2. Infection prevention in medical education – results of a descriptive cross-sectional study in Germany
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Tingelhoff, Paul-Dierk, Hufert, Frank, Kiessling, Claudia, and Otto, Bertram
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medical education ,infection prevention ,curriculum development ,examinations ,serious games ,gamification ,innovative teaching methods ,hygiene ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
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.
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- 2024
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3. Gamification in Rehabilitation: The Role of Subjective Experience in a Multisensory Learning Context – A Narrative Review
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Sgubin Giulia, Deodato Manuela, and Murena Luigi
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gamification ,rehabilitation ,physiotherapy ,subjective experience ,multisensory ,Philosophy. Psychology. Religion ,Psychology ,BF1-990 - Abstract
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.
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- 2023
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4. Moderne Weiterbildung in der Gefäßchirurgie: Herausforderungen, Strategien, Konzepte.
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Adili, Farzin and Meisenbacher, Katrin
- Abstract
Copyright of Gefaesschirurgie 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.)
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- 2023
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5. Planungshilfe zur Erstellung digitaler Escape-Rooms
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Colin Peperkorn and Claas Wegner
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Naturwissenschaften ,Begabung ,Lehrer*innenbildung ,Gamification ,Escape Room ,Education (General) ,L7-991 - Abstract
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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- 2023
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6. Designing an interactive course based on gamification by educators and VET providers
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Marina Kovari and Remigiusz Mazur
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vet ,interactive course ,gamification ,competence development ,training ,training materials ,Education (General) ,L7-991 - Abstract
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.
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- 2023
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7. Grywalizacja jako metoda aktywnego uczenia się osób dorosłych. Rozważania w perspektywie teorii autodeterminacji Edwarda L. Deciego i Richarda M. Ryana
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Ewa Arleta Kos
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gamification ,adult learning ,learning motivation ,self-determination theory by edward l. deci and richard m. ryan ,Education (General) ,L7-991 - Abstract
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.
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- 2023
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8. Game-Based-Learning in der Erwachsenenbildung: Interview mit Dr. Alexander Pfeiffer, Senior Researcher an der Universität für Weiterbildung Krems, Österreich.
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Streppel, Oliver T. and Pfeiffer, Alexander
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GAMIFICATION ,COVID-19 pandemic ,ADULT education ,EDUCATIONAL games ,USER experience ,INTERACTIVE multimedia ,CLASSROOM environment - Abstract
Copyright of Forum Erwachsenenbildung is the property of Waxmann Verlag 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.)
- Published
- 2023
9. Entwicklung und Evaluation einer gamifizierten Design Thinking Methode für die frühe Phase des Innovationsmanagements.
- Author
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Härer, Florian and Herzwurm, Georg
- Abstract
Copyright of HMD: Praxis der Wirtschaftsinformatik 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.)
- Published
- 2023
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10. Gamification – Ein Einblick in aktuelle Forschungsergebnisse.
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Klein, Kristina and Germroth, Gloria
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CONSUMER behavior ,DIGITAL technology ,CUSTOMER satisfaction ,GAMIFICATION ,CONSUMER goods ,CUSTOMER relations - Abstract
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.)
- Published
- 2023
11. Evaluating an online-game intervention to prevent violent extremism
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Felix Lippe, Rebecca Walter, and Veronika Hofinger
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online-game ,gamification ,p/cve ,evaluation ,prevention ,Political science ,Political science (General) ,JA1-92 - Abstract
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.
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- 2022
12. Digitalisierung, Inklusion und Gamification. Verschränkung von Querschnittsthemen in der Lehrkräftebildung im Lehr-Lern-Raum Inklusion
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Frank Beier and Tina Czaja
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Inklusion ,Digitalisierung ,Gamification ,Escape Room ,Innovation ,Transformation ,Education (General) ,L7-991 - Abstract
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.
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- 2023
13. Online Escape Game zur Förderung der Informationskompetenz bei Studierenden der Ingenieurwissenschaften
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Michèle Robrecht
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Informationskompetenz ,Lernspiel ,Escape Game ,Information Literacy ,Serious Game ,Gamification ,Bibliography. Library science. Information resources - Abstract
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.
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- 2023
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14. Overcoming Psychological Barriers: Online Teaching as a Black Swan of Education
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Oleksandra Halchenko
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psycholinguistics ,black swan event ,e-learning ,lyrics training ,gamification ,Philology. Linguistics ,P1-1091 ,Social sciences (General) ,H1-99 - Abstract
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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- 2022
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15. Kabul Arzusu Aracılığında Oyun Deneyiminin Örgütsel Öğrenme Kapasitesine Etkisi
- Author
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Ertan Gündüz
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oyunlaştırma ,oyun deneyimi ,örgütsel öğrenme kapasitesi ,katılım arzusu ,örgütsel öğrenme ,gamification ,gaming experience ,organizational learning capacity ,will to participate ,organizational learning ,Social Sciences - Abstract
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.
- Published
- 2022
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16. Evaluating an Interactive Film on the Prevention of Political Radicalization
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Axel Ebers and Stephan L. Thomsen
- Subjects
preventing political radicalization ,interactive film ,gamification ,randomized controlled trial (rct) ,Political science ,Political science (General) ,JA1-92 - Abstract
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.
- Published
- 2022
17. Assistierende Gesundheitstechnologien und intelligente Umgebungen in der Rehabilitation.
- Author
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Wolf, Klaus-Hendrik
- Abstract
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.)
- Published
- 2023
- Full Text
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18. Zum Einfluss ausgewählter SpieldesignElemente auf die Lernleistung im digitalen Rechtschreibtraining.
- Author
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Müller, Hans-Georg
- Subjects
DIGITAL learning ,GAMIFICATION ,DIGITAL technology ,DATABASES ,MOTIVATION (Psychology) - Abstract
Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)
- Published
- 2023
- Full Text
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19. GAMIFICATION MACHT LANGWEILIGE AUFGABEN EPISCH.
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HASSEMER, SIMON MARIA
- Subjects
GAMIFICATION ,TEACHERS ,COFFEE ,DEVELOPMENTAL psychology & motivation - Abstract
The article presents the discussion on concept of gamification, which involves applying the principles of point systems and rewards to non-game contexts. Topics include encourage teachers to make coffee and highlights the potential drawbacks of relying solely on extrinsic motivation; and transitions to discussing the concept of intrinsic motivation and its role in fostering genuine engagement.
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- 2023
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20. Features of gamification component introduction during the development of constructive strategies for overcoming youth life crises
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Hanna B. Varina, Viacheslav V. Osadchyi, Olga A. Goncharova, and Serhii M. Sankov
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gamification ,stress resistance ,life crises ,coping strategies for overcoming life crises ,simulation games ,augmented reality technology ,Education - Abstract
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.
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- 2022
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21. GAMIFICATION IN LANGUAGES FOR MEDICAL AND HEALTHCARE PURPOSES CLASSES: THE OUTCOMES OF A EUROPEAN SURVEY
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Timea Németh, Alexandra Csongor, Erika Marek, and Gabriella Hild
- Subjects
languages for medical and healthcare purposes (lmph) ,gamification ,motivation ,collaboration ,communication skills ,covid-19 ,Philology. Linguistics ,P1-1091 - Abstract
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.
- Published
- 2021
22. Virtuelle Produktivität : Nützliche Spiele zwischen Planspiel und Gamification
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Raczkowski, Felix, Kasprowicz, Dawid, editor, and Rieger, Stefan, editor
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- 2020
- Full Text
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23. Wertschöpfung und Fun : Die Bedeutung von Computerspielen als Mediengattung
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Anderie, Lutz, Krone, Jan, editor, and Pellegrini, Tassilo, editor
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- 2020
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24. Ernsthaftes Verspieltsein und verspielte Ernsthaftigkeit : Der Begriff der Kindheit im Feld 'Neuer Technologien'
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Zulaica y Mugica, Miguel, Beck, Birgit, Series Editor, Gransche, Bruno, Series Editor, Heinrichs, Jan-Hendrik, Series Editor, Loh, Janina, Series Editor, Buck, Marc Fabian, editor, Drerup, Johannes, editor, and Schweiger, Gottfried, editor
- Published
- 2020
- Full Text
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25. Jumanji Extremism? How games and gamification could facilitate radicalization processes
- Author
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Linda Schlegel
- Subjects
radicalization ,gamification ,video games ,propaganda ,extremism ,Political science ,Political science (General) ,JA1-92 - Abstract
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.
- Published
- 2020
26. Die Einführung von Gamification im DaF Unterricht an der Obafemi Awolowo Universität, Ile-Ife, Nigeria.
- Author
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OYEDELE, Olajumoke and AYANKUNLE, Moses
- Subjects
FOREIGN language education ,VIDEO games ,GAMIFICATION ,SECONDARY analysis ,WORKING class ,CLASSROOMS - Abstract
Copyright of Journal of German Language & Literature / Istanbul Üniversitesi Alman Dili ve Edebiyai Dergisi / Studien zur Deutschen Sprache und Literatur is the property of Istanbul University, Faculty of Letters 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.)
- Published
- 2022
- Full Text
- View/download PDF
27. Der Einsatz problembasierten Lernens im Blended-Learning-Studienmodell zur Erhöhung der Lernaktivität.
- Author
-
Bockshecker, Alina, Ebner, Katharina, Smolnik, Stefan, and Anschütz, Christian
- Abstract
Copyright of HMD: Praxis der Wirtschaftsinformatik 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.)
- Published
- 2021
- Full Text
- View/download PDF
28. Unterstützung digitaler Bildungsprozesse durch interaktive gamifizierte Lernvideos – Wie innovative Lernvideos Motivation und Lernerfolg steigern können.
- Author
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Weinert, Tim, Benner, Dennis, Dickhaut, Ernestine, Janson, Andreas, Schöbel, Sofia, and Leimeister, Jan Marco
- Abstract
Copyright of HMD: Praxis der Wirtschaftsinformatik 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.)
- Published
- 2021
- Full Text
- View/download PDF
29. Store to watch: Boss auf Bali erleben.
- Author
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Schygulla, Julia
- Subjects
CONSUMERS ,GAMIFICATION ,COOKING ,SPORTS ,SUMMER - Abstract
Copyright of TextilWirtschaft Online is the property of dfv Mediengruppe 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.)
- Published
- 2024
30. Einsatz von Gamification zum Fördern intrinsischer Motivation – Empirische Erkenntnisse und Gestaltungsempfehlungen
- Author
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Wesseloh, Henrik and Wesseloh, Henrik
- Subjects
- Gamification
- Abstract
In der vorliegenden Dissertation wird der Einfluss von gamifizierten Anwendungen auf die intrinsische Motivation der Nutzer untersucht, um theoretisch und empirisch fundierte Gestaltungsempfehlungen für den effektiven Einsatz spielerischer Elemente ableiten zu können. Im Fokus der Untersuchung steht die Frage: Wie fördert Gamification die intrinsische Motivation? Die Beantwortung dieser und weiterer relevanter Teilfragen erfolgt mittels eines rigorosen Methodeneinsatzes der Wirtschaftsinformatik. Hierfür werden der aktuelle Stand der Forschung im Themenkomplex festgehalten, ein theoretisches Forschungsmodell auf Basis identifizierter Einflussfaktoren und der Selbstbestimmungstheorie nach Deci und Ryan aufgestellt, gamifizierte Prototypen zur empirischen Analyse der formulierten Hypothesen entwickelt und letztlich Gestaltungsempfehlungen aus den gewonnenen Erkenntnissen der Datenanalyse abgeleitet. Die Ergebnisse zeigen unter anderem, dass die im Hochschulkontext eingesetzte, gamifizierte Lernanwendung einen positiven Einfluss auf das Erleben von Autonomie, Kompetenz, sozialer Verbundenheit sowie intrinsischer Motivation hatte und sich diese Effekte dezidiert auf die implementierten Spielelemente zurückführen lassen sowie teilweise von einer spielerischen Wahrnehmung bzw. Nutzereigenschaften beeinflusst werden.
- Published
- 2021
31. Il labirinto delle finanze: un gioco sull’educazione finanziaria per le scuole secondarie di secondo grado
- Author
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Giulia Bernardi, Elena Brambilla, and Paola Landra
- Subjects
educazione finanziaria ,caccia al tesoro ,gamification ,Education ,Mathematics ,QA1-939 - Abstract
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.
- Published
- 2020
- Full Text
- View/download PDF
32. Service Learning in der Lehramtsausbildung mittels partizipatorischer Konzeptentwicklung im Bereich von Consumer Literacy.
- Author
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Johannsen, Ulrike and Peuker, Birgit
- Subjects
- *
SOCIAL participation , *EVERYDAY life , *GAMIFICATION , *READING - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
33. Spielerisch und mit Freude zum Erfolg.
- Author
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Zeller, Georg
- Abstract
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.)
- Published
- 2021
- Full Text
- View/download PDF
34. Digitale Dispositive psychischer Gesundheit. Eine Analyse der Resilienz-App ‚SuperBetter;’.
- Subjects
MOBILE apps ,POWER (Social sciences) ,CRITICAL analysis ,GAMIFICATION - Abstract
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.)
- Published
- 2021
- Full Text
- View/download PDF
35. Experimental research on the formation of future ship engineers' communicative competence based on gamification approach
- Author
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Mykhailo Sherman and Alona Yurzhenko
- Subjects
communicative competence ,LMS MOODLE ,gamification ,ship engineers ,maritime education ,English for special purpose ,Education - Abstract
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.
- Published
- 2020
- Full Text
- View/download PDF
36. Scalable Game Design Switzerland
- Author
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Alexander Repenning, Anna Lamprou, Nicolas Fahrni, and Nora Anna Escherle
- Subjects
gamification ,lehrplan 21 ,lehrerbildung ,computational thinking ,Special aspects of education ,LC8-6691 - Abstract
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.
- Published
- 2018
- Full Text
- View/download PDF
37. Gamification, Digitalisierung und Industrie 4.0 : Transformation und Disruption verstehen und erfolgreich managen
- Author
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Lutz Anderie and Lutz Anderie
- Subjects
- Gamification, Industrial organization (Economic theory), Industries--Technological innovations
- Abstract
In diesem essential wird erläutert, wie Gamification, Digitalisierung und die vierte industrielle Revolution Gesellschaft, Unternehmensführung und Management verändern. Anhand zahlreicher Grafiken und Abbildungen werden unter anderem die aktuellen Branchenentwicklungen im Hinblick auf Virtual, Augmented und Mixed Reality aufgezeigt. Zukunftstechnologien werden dargelegt, die in der Games Industry entwickelt wurden und Einfluss auf andere Branchen wie beispielsweise die KFZ-Industrie oder das Gesundheitswesen haben. Wertschöpfungsprozesse für Kultur- und Wirtschaftsgüter werden dokumentiert.
- Published
- 2018
38. The Use of Game Elements in Higher Education in the Context of Motivating Different Types of Users of Gamified Systems
- Author
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Aleksandra Witoszek-Kubicka
- Subjects
Gamification ,Gamification user types ,Self Determination Theory ,Education ,Social Sciences ,Sociology (General) ,HM401-1281 - Abstract
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.
- Published
- 2020
- Full Text
- View/download PDF
39. '+1 für die Frage' : Charakteristika der Wissenskommunikation auf der Question-and-Answer-Webseite German Language
- Author
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Hölbling-Inzko, Sandra, Soeffner, Hans-Georg, Series editor, Hitzler, Ronald, Series editor, Knoblauch, Hubert, Series editor, Reichertz, Jo, Series editor, Lettkemann, Eric, editor, and Wilke, René, editor
- Published
- 2018
- Full Text
- View/download PDF
40. Präsentation zum Workshop: Gamification – Praktischer Einsatz des Trends in der FDM Kompetenzvermittlung
- Author
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Cora Assmann, Neute, Nadine, Rex, Jessica, Gerlach, Roman, and Lang, Kevin
- Subjects
RDM ,Research Data Management ,Kompetenzvermittlung ,Forschungsdatenmanagement ,Gamification ,FDM-Training - Abstract
English:slides shown at the RDA DE on 15/02/2023 The presentation is about the online workshop "Gamification - Practical use of the trend in research data management competence training” including the feedback developed in the workshop. The workshop was conducted by TKFDM in the course of the RDA Germany meeting on 15.02.2023. The presentation introduces different forms of game-based knowledge transfer and describes the positive effects of playing games. In the theory part of the workshop, goals that can be reached with games in RDM competence teaching were presented as well as the practical application possibilities and their challenges were described. In the practical part, two educational games (Research Data Scary Tales, Open Science game) were tried out and evaluated by the participants. Finally, it was shown how the presented games can be adapted and used for own RDM trainings. Deutsch:Präsentation zum Online Workshop bei der RDA DE am 15.03.2023 Bei der Präsentation handelt es sich um die Folien des Online- Workshops „Gamification – Praktischer Einsatz des Trends in der Forschungsdatenmanagement Kompetenzvermittlung“ inklusive des im Workshop erarbeiteten Feedbacks. Der Workshop wurde vom TKFDM im Zuge der RDA Deutschland Tagung am 15.02.2023 durchgeführt. Er gibt eine Einführung in verschiedene Formen der spielerischen Wissensvermittlung und beschreibt die positiven Effekte des Spielens. Im Theorieteil des Workshops wurden zunächst die unterschiedlichen Ziele vorgestellt, die mit Spielen in der FDM Kompetenzvermittlung verfolgt werden können, die praktischen Einsatzmöglichkeiten und ihre Herausforderungen wurden ebenfalls intensiv betrachtet. Im Praxisteil wurden zwei Educational Games (Research Data Scary Tales, Open Science Spiel) von den Teilnehmenden ausprobiert und bewertet. Abschließend wurde gezeigt, wie vorgestellten Spiele für eigene Vermittlung von FDM Kompetenzen angepasst und verwendet werden können.
- Published
- 2023
- Full Text
- View/download PDF
41. Online Escape Game zur Förderung der Informationskompetenz bei Studierenden der Ingenieurwissenschaften
- Author
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Robrecht, Michèle and Publica
- Subjects
Escape Game ,Lernspiel ,Information Literacy ,Gamification ,Serious Game ,Informationskompetenz - Abstract
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 Produktions-technologie IPT erstellt. Zur Planung gehörten die Identifikation von relevanten Komponenten dieser Spielform sowie die Entwicklung eines didaktischen Konzepts und die technische Umsetzung., In engineering courses, the focus is often more on the respective technical than on information skills, which are, however, needed at the latest when students write their final thesis. To promote the skills required for this, an online escape game was created for students at the Fraunhofer Institute for Production Technology IPT as part of a practical project in the Cologne MALIS degree programme. The project included the identification of relevant components of this game type as well as the development of a didactic concept and its technical implementation.
- Published
- 2023
- Full Text
- View/download PDF
42. Play it Green! – Konzeptionelle Entwicklung und Design eines Gamification Prototyps zur Motivation von umweltbewusstem Verhalten innerhalb eines Unternehmens.
- Author
-
Henn, F. and Kluge, S.
- Abstract
Copyright of HMD: Praxis der Wirtschaftsinformatik 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.)
- Published
- 2021
- Full Text
- View/download PDF
43. Gamification im Projektmanagement. Eine Analyse der Übertragbarkeit von Gamification-Ansätzen auf das Projektmanagement
- Author
-
Johannes Schenk and Johannes Schenk
- Subjects
- Gamification, Project management
- Abstract
Bachelorarbeit aus dem Jahr 2017 im Fachbereich Ingenieurwissenschaften - Wirtschaftsingenieurwesen, Note: 1,0, Technische Hochschule Mittelhessen (Fachbereich Wirtschaftsingenieurwesen - Labor für Prozess- und Projektmanagement), Sprache: Deutsch, Abstract: In dieser Bachelorthesis mit dem Titel „Gamification im Projektmanagement – Analyse der Übertragbarkeit von Gamification-Ansätzen auf das Projektmanagement“ wird untersucht, inwiefern sich Gamification-Methoden im Projektmanagement nutzen lassen, um eine Motivationssteigerung bei Projektmitarbeitern und damit eine höhere Qualität erzielen zu können. Außerdem wird herausgearbeitet, ob und wie sich die Anwendung von Spielprinzipien zur Vermittlung von Projektmanagement-Kompetenz in der Erwachsenenbildung sowie in der Hochschullehre eignet. Die Motivation für eine Auseinandersetzung mit dieser Fragestellung ist durch die Tätigkeit des Autors in einem Projektbüro (PMO) eines großen Organisationsprojektes bei einem international tätigen DAX30-Unternehmen begründet. Dort konnte miterlebt werden, wie deprimierend es sein kann, neue Methoden und Tools einführen zu wollen, um den Projektmanagern eine bessere Grundlage zur Bewertung des aktuellen Status oder der Risiken zu schaffen, Projektmitarbeiter aber nicht auf Anfragen reagieren oder benötigte Informationen nicht bereitstellen. Oft wurde versucht diesem „Motivations-Problem“ mit Druck entgegenzuwirken. Der Einsatz von Gamification im Projektmanagement könnte jedoch eben dieses Problem möglicherweise ohne zeitaufwendige, zwischenmenschliche Konflikte effektiver und effizienter durch Motivationsstimulation lösen. Beispielsweise konnte die Einführung eines Smiley-Systems auf dem wöchentlichen Fortschrittsplakat im Flur dazu führen, dass mehrere Abteilungsleiter täglich nachfragten, ob sie „jetzt endlich ein grünes Smiley“ (Abweichung zum Planwert: 0% oder besser) haben. Anhand dieses Beispiels lässt sich bereits das Potential erkennen, welches die Übertragung von Gamification-Ansätzen im Projektmanagement bieten kann. Das Ziel dieser Ausarbeitung ist also die Beantwortung der Fragestellung, inwiefern sich Gamification-Ansätze ins Projektmanagement bzw. in die Vermittlung von Projektmanagement-Kompetenz übertragen lassen.
- Published
- 2017
44. Phenomenon of Videogame Culture in Modern Society
- Author
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Olexander Horban, Ruslana Martych, and Maria Maletska
- Subjects
game ,culture ,videogame ,phenomenon ,videogame culture ,gamification ,Moral theology ,BV4625-4780 ,Doctrinal Theology ,BT10-1480 - Abstract
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.
- Published
- 2019
- Full Text
- View/download PDF
45. Von der Dokumentation zur Motivation
- Author
-
Anna Lea Simpson
- Subjects
Fortbildung ,ePortfolio ,ILIAS ,Gamification ,berufslanges Lernen ,Reflexion ,Bibliography. Library science. Information resources - Abstract
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.
- Published
- 2019
- Full Text
- View/download PDF
46. Gamification-ein wirksames Tool für die Physiotherapie?
- Author
-
Kierner, Florian
- Subjects
Adhärenz ,Adherence ,Rehabilitation ,Gamification - Abstract
Kontext: Die Adhärenz und Motivation sind zwei Faktoren, die einen Einfluss auf den Er-folg einer Physiotherapie haben können. Die Gamification könnte eine Möglichkeit sein, diese beiden Faktoren positiv zu beeinflussen. Ziel dieser Arbeit ist es, einen Zusammen-hang zwischen Gamification, Motivation und Adhärenz herauszuarbeiten und Ansatzpunk-te für eine mögliche Implementation in die Physiotherapie zu geben. Methode: Mit den Begriffen „Gamification“ AND „Rehabilitation“ wurde eine Suche auf PubMed, JMIR Publications, Science Direct und dem Journal of Medical Internet Rese-arch durchgeführt. Nach Anwendung der Ein- und Ausschlusskriterien, blieben von 161 Ergebnissen 6 Arbeiten über, die in die Ergebnisse inkludiert und analysiert wurden. Ergebnisse: Es zeigen sich starke Hinweise auf den positiven Effekt der Gamification hinsichtlich der Adhärenz und Motivation. Ebenso lassen sich einzelne Spiel-Design-Elemente erkennen, die häufig in Anwendungen verwendet werden und auf Wissen der Verhaltensforschung sowie der Spieleindustrie basieren. Somit lässt sich daraus schließen, dass diese Elemente in der Physiotherapie eingesetzt werden können, um so eine Steige-rung der Motivation und Adhärenz zu bewirken. Schlussfolgerung: Um die Gamification in der Physiotherapie voranzutreiben benötigt es sowohl eine Professionalisierung der Entwicklung solcher Anwendungen unter Einbezie-hung eines multiprofessionellen Teams, als auch weitere Forschung in diesem Bereich. Erste Grundsteine für mögliche Frameworks für die Umsetzungen wurden gelegt, diese gilt es nun zu implementieren und Physiotherapeut*innen müssen sich mehr mit dieser The-matik auseinandersetzen, um die Gamification in der Physiotherapie zu etablieren. Context: Adherence and motivation are two factors that can have an impact on the suc-cess of physical therapy. Gamification could be a way to positively influence these two factors. The aim of this work is to work out a connection between gamification, motivation and adherence and to give starting points for a possible implementation in physiotherapy. Methods: Using the terms "gamification" AND "rehabilitation" a search on PubMed, JMIR Publications, Science Direct and the Journal of Medical Internet Research was performed. After applying the inclusion and exclusion criteria, out of 161 results, 6 papers remained to be included and analyzed in the results. Results: Strong evidence emerges for the positive effect of gamification in terms of ad-herence and motivation. Furthermore, we can identify certain game design elements that are frequently used in applications and are based on the knowledge from behavioral re-search as well as from the game industry. Thus, it can be concluded that these elements can be used in physiotherapy to cause an increase in motivation and adherence. Conclusion: In order to advance gamification in physical therapy, both a professionaliza-tion of the development of such applications, involving a multiprofessional team and further research in this area are needed. The first foundations for possible frameworks for the im-plementation have been laid, these must now be implemented and physiotherapists must become more familiar with this topic in order to establish gamification in physiotherapy.
- Published
- 2023
47. Gamification zur Förderung von nachhaltigem Konsum
- Author
-
Berger, Verena
- Subjects
nachhaltiger Konsum ,behavioural change ,Verhaltensänderung ,304 Das Sozialverhalten beeinflussende Faktoren ,Lebensmittelwahl ,soziale Normen ,sustainable consumption ,gamification ,food choice ,social norms - Abstract
Die aktuellen Berichte des Zwischenstaatlichen Ausschusses für Klimaänderungen (Intergovernmental Panel on Climate Change, IPCC) zeigen klar die Dringlichkeit einer Transformation aller gesellschaftlichen Bereiche auf, die nötig ist, um den Klimawandel einzudämmen und ein gutes Leben für alle auf dieser Erde zu erreichen. Die vorliegende Dissertation beschäftigt sich insbesondere mit der Entwicklung von Maßnahmen auf der individuellen Ebene, die den Konsumentinnen und Konsumenten bei ihren Konsumentscheidungen dabei unterstützen sollen, die umweltfreundlichere Lebensmittelwahl zu treffen. Dabei fokussieren die Maßnahmen auf den Konsumbereich Ernährung, da dieser neben Mobilität und Wohnen für rund ein Drittel der gesamten globalen Treibhausgasemissionen verantwortlich ist. Ziel der Arbeit ist es, eine Grundlage für das Design von Maßnahmen (Interventionen) zu entwickeln, die Individuen dabei unterstützen, ein an Nachhaltigkeitsprinzipien orientiertes Konsumverhalten aufzubauen. Bei der Entwicklung der Interventionen wir als vielversprechender Ansatz die Technik der Gamifizierung (engl. Gamification) verwendet und die verhaltenssteuernde Wirkung sozialer Normen genutzt. Basierend auf der konzeptionellen Grundlage zur Gestaltung von Gamification als Interventionsansatz, wird in zwei experimentellen Studien die Wirkung der Interventionen untersucht und schließlich die Anwendung von Gamification im «Reallabor» Hochschulcampus gezeigt. Die Ergebnisse zeigen für die Praxis leicht umsetzbare und wirksame Maßnahmen, die zur Förderung einer umweltfreundlichen Lebensmittelwahl im Bereich Online Shopping eingesetzt werden können. Es hat sich gezeigt, dass die Verwendung eines Feedback-Elements die Wahl umweltfreundlicher Lebensmittel steigern kann. Für Forscherinnen und Forscher ergeben sich neben neuen Erkenntnissen hinsichtlich phasenspezifischer Wirkung von Interventionen, die Gamification und Aspekte des sozialen Einflusses berücksichtigen, viele Möglichkeiten das Themenfeld weiter zu erforschen. Dazu zählen zum Beispiel Themen wie die Übertragbarkeit der Erkenntnisse in andere Bereiche des nachhaltigen Konsums, die Berücksichtigung weiterer Zielgruppen oder Feldstudien in Kooperation mit der Praxis, die weiter dazu beitragen können, nachhaltiges Handeln auf Konsumentenebene zu unterstützen., The recent reports of the Intergovernmental Panel on Climate Change (IPCC) clearly indicate the urgency of a transformation of all sectors of society needed to mitigate climate change and achieve a good life for all on this planet. This dissertation is particularly concerned with the development of measures at the individual level to help consumers make more environmentally friendly food choices in their consumption decisions. In this context, the measures focus on the consumption area of food, since this, along with mobility and housing, is responsible for about one third of total global greenhouse gas emissions. The aim of the work is to develop a basis for the design of measures (interventions) that support individuals in establishing a sustainable consumption behavior. In the development of the interventions, the technique of gamification is used as a promising approach and the behavior-steering effect of social norms is applied. Based on the conceptual foundation for the design of gamification as an intervention approach, two experimental studies are conducted to investigate the impact of the interventions, and finally the application of gamification is demonstrated in the real lab study on a university campus. The results show that interventions like social-norm based feedback are effective in promoting environmentally friendly food choices in an online shop as well as easy to implement for practitioners. In addition to new insights regarding phase-specific effects of interventions that incorporate gamification and aspects of social influence, there are many opportunities to further explore the topic in future research. These include, for example, the transferability of the results to other areas of sustainable consumption, the consideration of further target groups or field studies in cooperation with practitioners, which can make a further contribution to supporting sustainable action at the consumer level.
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- 2023
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48. 'Serious Gaming' – oder Spielen ernst nehmen. Ein Forschungsprogramm
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Ochsner, Beate, Willkomm, Judith, Waldrich, Harald, and Spöhrer, Markus
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Serious Gaming ,ddc:793 ,Games as a Service ,Playbour ,Gamification ,Workification - Abstract
In seiner Keynote zum 8th Annual Games for Change Festival bezeichnete Al Gore digitale Spiele als «the new normal». Diese normalisierende Ausweitung der Spielzone korrespondiert mit einer weit weniger häufig beschriebenen Workifizierung von Spielen. Diese fühlen sich nicht nur wie Arbeit an, sondern werden immer stärker in wirtschaftliches Nützlichkeitsdenken eingebettet. Basierend auf der Beobachtung dieser Praktiken und Situationen als Serious Gaming spannt der Beitrag ein transdisziplinäres Forschungsfeld auf, das die gleichermaßen spannende wie auch riskante Produktivität der sozialen, inter- und transkulturellen, körperlichen, ökonomischen und epistemischen Verschiebungen und Verwerfungen zwischen ‹Spielen› und ‹Arbeiten› in den Blick nimmt. published
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- 2023
49. Development of an exergame for finger- and handstrength training
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Lonin, Melanie
- Subjects
Exergame ,Finger Trainer ,Rehabilitation ,Fingertrainer ,Gamification - Abstract
In der nachfolgenden wissenschaftlichen Arbeit ist die Hauptthematik die Softwareerstellung für einen Prototypen mit dem Ziel die Motivation von Patienten:Innen zu erhöhen. Der Prototyp ist ein Trainingsgerät welcher seinen Einsatz in der Rehabilitation findet. Dieser kann bei Krankheitsbildern wie einem Schlaganfall, Multiple Sklerose oder nach einem Unfall, bei dem die Finger- und Handkraft beeinträchtigt wurde in Einsatz kommen. Es soll Patienten:Innen ein abwechslungsreiches Training ermöglichen, um ihr gesetztes Trainingsziel langfristig zu erreichen. Hierfür wurde ein Spiel ausgesucht, mit den Anforderungen, dass das Spiel die Motivation der Spieler länger aufrechterhalten soll. Um den Spaßfaktor für Spieler:Innen zu erhöhen wird in der Arbeit beschrieben welche Faktoren Spieler:Innen und Patienten:Innen benötigen, um dies zu erreichen. Das Spiel wird mittels dem Fingertrainer gesteuert. In the following scientific work the main topic is the software development for a prototype with the goal to increase the motivation of patients. The prototype is a training device which is used in rehabilitation. It can be used in cases of stroke, multiple sclerosis or an accident where finger and hand strength is impaired. The prototype is intended to provide patients with a varied training in order to achieve their training goal in the long term. For this purpose, a game was selected with the requirements that the game should keep the players motivated for a longer period of time. In order to increase the fun factor for players, the work describes which factors players and patients need to have. The game is controlled with the help of the finger trainer.
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- 2023
50. (Einsatz von) Gamification als möglicher Antrieb zur kontinuierlichen Bewertung (des Contents) einer iOS Applikation
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Hüttler, Christian
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iOS ,Mobile Games ,Mobile Apps ,Location-based Games ,Gamification - Abstract
Gamification findet in unterschiedlichsten Bereichen Einsatz um die Motivation von Personen und deren Partizipation zu steigern. In dieser Arbeit wird der Ansatz von Gamification dazu verwendet, Benutzer:innen einer iOS Applikation zu motivieren, fortlaufend Feedback zum Content der App abzugeben. Die implementierte iOS App verfolgt dabei das Spielkonzept von Location-based Games, bei der die Benutzer:innen ein Quiz in der realen Welt lösen müssen. Damit ein solches Spielkonzept weltweit vertrieben werden kann bedarf es häufig der Unterstützung der Community, zum einen bei der Erstellung des Contents, zum anderen bei der Bewertung des Contents. Um den Vorgang bei der Bewertung des Contents spannender zu gestalten und die Motivation der Community zu steigern, werden in dieser Arbeit Gamification-Elemente wie Punkte, Fortschrittsbalken, Fortschrittsringe, Abzeichen, Ränge und Leaderboards in der App eingesetzt und deren Auswirkung auf die Motivation zur Feedbackabgabe analysiert. Dafür wurden zwei Online-Umfragen mit freiwilligen Teilnehmer:innen durchgeführt. Eine Gruppe bestehend aus 39 Personen beantwortete den Fragebogen anhand von Screenshots, die zweite Gruppe bestehend aus acht Personen bekam zusätzlich auch Zugriff auf die implementierte iOS App und wurde mit simulierten Positionsdaten und bereitgestellten Quiz-Antworten im Zuge des Fragebogens durch die App geführt. Die Ergebnisse der beiden Umfragen zeigen durchaus Potential im kombinierten Einsatz der Gamification- Elemente, um die Motivation Feedback abzugeben positiv zu beeinflussen. Bei der Betrachtung der einzelnen Gamification-Elemente war der Einfluss auf die Motivation durchaus unterschiedlich. Es gab Fragen, bei denen aufgrund eines hohen Anteils an unentschlossenen Antworten kein eindeutig positiver oder negativer Effekt im jeweilig hinterfragten Einsatzfall interpretiert werden konnte, wobei der Einfluss durch die diversen Gamification-Elemente im Durchschnitt im positiven Bereich lag. Gamification is used in a variety of areas to increase the motivation and participation of people. This thesis uses the approach of gamification to motivate users of an iOS app to provide continuous feedback on the content of the app. The implemented iOS app follows the concept of location based games, where users have to solve quizzes in the real world. In order to distribute such a game concept worldwide, it is often necessary to get support by the community, on the one hand to create the content, on the other hand to rate the quality of the content. In order to make the rating process more exciting and also to increase the motivation of the community, gamification elements such as points, progress bars, progress rings, badges, ranks and leaderboards are used in the app. To measure the effects of these gamification elements two online surveys were conducted with volunteer participants. One group consisting of 39 people answered the questionnaire using screenshots, the second group consisting of eight people was also given access to the implemented iOS app. While answering the questionnaire these app users were guided through the app with simulated position data and provided quiz answers. The results of these two surveys showed potential in the combined use of the implemented gamification elements to increase the motivation of the users to provide feedback. The evaluation of the individual gamification elements by the participants showed different effects on the motivation. For some questions no clear positive or negative effect could be interpreted in the respective questioned use case because of a high number of undecided answers from the participants, although the influence of the individual gamification elements tended to be positive on average. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2023
- Published
- 2023
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