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Abb. 2: Großmutters Lernfortschritt in DDD (eigener Screenshot)
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Neben dem reinen Unterhaltungsfaktor besteht das Potenzial von Serious Games darin, spielerisch zu lehren, zu lernen und zu forschen. Dieses Potenzial soll am Beispiel von „Dagmar’s Digital Day – A Self-Assessment Game“ (LevelUp, 2023) aufgezeigt werden. Das Spiel ist auf Datenerhebung, Datenexport und Datenmodifikation ausgelegt und leistet damit...
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Previously, we reported the serious game HistoRM as an innovative learning approach for an oral histology course. This study aimed to examine the impact of HistoRM on summative assessment and the enablers and barriers factors affecting HistoRM as an interactive learning strategy in an oral histology course. A crossover randomized controlled trial w...
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Citations
... Objective: creating a gamified self-reflection tool (with good psychometric properties) students are motivated to use to explore their DC APPROACH • gamification is used to enhance participants' motivation and engagement 4 • traditional DigKomp questionnaire 5 (norming sample: N norm = 7087) • contextualizing: embedding DigKomp self-report items into a graphic novel 6 • free online tool for individual assessment with normative feedback • participants play the graphic novel game and answer the items ...
Facing the changing landscape within and outside of higher education, students are required to have – at least a basic level of – digital competences (DC) and higher education institutions (HEI) are expected to foster DC. However, a substantial percentage of students lacks the required competences. As a starting point, high quality assessment is seemingly needed to inform a) HEI on which aspects to focus with trainings and b) to help students to reflect on their results. We address this need in two ways: First, we present an open-access ‘classical’ self-report questionnaire together with data about its psychometric quality (norming sample, n = 7087). Second, we present a new gamified version of it alongside with first results concerning its psychometric properties (n = 226). Analysing sample statistics, results indicate that the two versions are comparable. Finally, we discuss student’s user experience with the gamified version as well as its potential motivational benefits.
