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Like in human-human interaction, people tend to interact in human-robot settings with those they like. Therefore, it is important to understand what variables affect robot likeability. The present study aims at providing insights into how robots' anthropomorphism, voice, gestures, approaching behaviors as well as perceived warmth and competence play a role in robot likeability. We conducted an online survey (N=191) studying two humanoid robots with different characteristics. Our exploratory study empirically indicates that the investigated variables are significantly correlated with robot likeability for both robots but with differing strengths. Further, the likeability of the two robots is predicted by differing variables, with robot voice being the only common predictor for both robots. [ABSTRACT FROM AUTHOR]

Gamification is a current trend in the business as well as the educational sector and is increasingly being applied in various disciplines and learning settings, especially in the context of e-learning. In order to take the various needs and requirements of learners from different disciplines into account, a concept called Content Independent Game Framework (CIGF) (Korkut et al., 2014) and a corresponding online learning web platform called Tourney (http://www.tourney.ch) have been developed for the application in the context of higher education. According to the concept, teachers on the one hand, are content experts and mentors for the learning process. The students, on the other hand, are explorers, achievers and individual learners. For this reason, according to the CIGF, teachers act as game designers, creating playful challenges based on their subjects and geared to their students' needs. How difficult the game level is designed and what knowledge is to be imparted in which way depends on the teacher's evaluation, expertise and imagination. The application of the CIGF aims at engaging students in online learning environments as well as motivating instructors to rethink their content and design it in a new, attractive way to comply with the prerequisites of the digital age. The paper introduces the concept of the Content Independent Game Framework and the respective online learning platform Tourney and describes different use cases in the context of higher education. Furthermore, the different types of user data collected with Tourney as well as game stages designs are presented. Gained experiences from these game stage designs with regard to the underlying learning strategies as well as learning outcomes from user observations are reported and discussed and a future outlook is given. [ABSTRACT FROM AUTHOR]

Tourney" is the title of a digital learning game, which aims at increasing the learning outcome of students on various levels of their study programs. "Tourney" is being developed with an interdisciplinary approach, critically focused on creating a content independent game framework for a versatile application in the learning environment. This platform offers a well-designed, flexible and multifaceted tool kit of exemplary self-learning sequences that the lecturers and also students can enrich with their own structured content in order to create learning paths by choosing and arranging modular elements. Additionally, the tool allows monitoring students' learning progress. [ABSTRACT FROM AUTHOR]