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"Where did you learn to fight?" Gamification on an online fighting class for students at German Sport University Cologne
Abstract
The spread of SARS-CoV-2 in Germany and the general restrictions on social contacts decided upon pose major challenges for institutional teaching and learning settings. For the German Sport University Cologne (GSU), one of the world's most renowned sport universities, due to the officially ordered shift from presence to online courses innovative and adapted solutions were in need, especially where the teaching and learning of motor and tactical skills had to be arranged. In this situation, especially for students of the GSU “self-defence” course of the summer semester 2020 the question aroused, “where do we learn to fight?”The paper presents the conceptual framework of a regular university Krav Maga based self-defence course –“train2fight the virus” –developed specifically for this challenge, in which elements of gamification (Schell, 2017) play a driving role. Particularly, the story envisaged that besides weekly team challenges in the areas of “fitness”, “growth”, “fighting”, “solidarity” and “knowledge” students had to prepare for a strenuous fight against an unknown and highly skilled end-boss via live online trainings.
... Inspiriert von Fallarbeit (Lüsebrink, 2006) sowie dem Einsatz von neuen Medien und analogen Spielen, bin ich schließlich auf den Ansatz der Gamifi zierung gestoßen (Staller et al., 2017). 18 (Koerner & Staller, 2021a, 2021bStaller, 2020;. ...
... Zur Distanz-Lehre gezwungen, lag mit der weltweiten Pandemie und Corona als gesellschaftlichem Dauerund Überthema das Hauptnarrativ geradezu auf dem Servierteller. Das auch die Lehre bedrohende und herausfordernde Coronavirus bildete den Mittelpunkt der Rahmenerzählung, die wiederum den Kern des Rahmenkonzepts meiner Lehrveranstaltungen ausmachte (Koerner & Staller, 2021a). Als Beispiel zeigt Abbildung 4 das Rahmennarrativ für die Praxiskurse im Bereich "Ringen & Kämpfen" im Bachelor Lehramt sowie im Bereich "Selbstverteidigung / Krav Maga" in der studiengang übergreifenden Profilergänzung (Koerner & Staller, 2021b). ...
... Beim Design für die Narrative Gamifizierung beider Seminare habe ich mich -wie in vorherigen Lehrprojekten auch (Koerner & Staller, 2021a, 2021b) -locker an der Elemente-Tetrade von Schell (2012) ...
In Higher Education fun can have a supportive effect on learning. This book reveals how students playful learning can be accomplished. Within the concept of Narrative Gamification presented, learning is designed as a playful experience. Narratives play a pivotal role here, intertwining curricular contents and objectives with learners' and teachers' life-worlds. In his seminal work, Swen Koerner grounds this approach, showcases practical implementation strategies, and exhibits the empirical effects of this teaching method. The book offers a scholarly yet application-oriented access to Narrative Gamification. Thus, it provides inspiration to those teaching at universities who wish to expand their teaching portfolio – transcending the confines of sports science.
... B. "communication", "extended reality"). Neben dieser technischen Klassifikation der Möglichkeiten ergeben sich auch konzeptionelle Neuerungen beispielsweise dadurch, dass gamifizierte Ansätze Anleihen aus Videospielen für die Trainingsgestaltung nutzen (Koerner & Staller, 2021b) oder 360 Grad-Umgebungen für die Simulation von repräsentativen Entscheidungssituationen genutzt werden (Kittel et al., 2023;Musculus et al., 2021). Digitale Technologien stellen Alternativen bereit für die Erfassung und Analyse von Daten sowohl im informellen Training bspw. ...
An Digitalität führt kein Weg vorbei. Dies gilt auch für die Polizei und das polizeiliche Einsatztraining. Dieser Beitrag behandelt das Verhältnis von polizeilichem Einsatztraining und Digitalität in drei Relationen: (1) Einsatztraining für die digitale, (2) mit der digitalen und (3) in der digitalen Welt. Im Durchgang der Analyse wird deutlich, dass die Bezugnahme der Polizei bzw. des Einsatztrainings auf das Digitale bestehenden Eigenlogiken folgt und damit auch bestehende Probleme fortsetzt. Um diese nicht weiter zu vernebeln, plädieren wir im Fazit für einen kontrollierten Umgang mit Digitalität. Die Kontrolle ermöglicht dabei nicht die Technologie selbst, sondern Einsicht als Beobachtung 2. Ordnung.
An Digitalität führt kein Weg vorbei. Dies gilt auch für die Polizei und das polizeiliche Einsatztraining. Der Beitrag behandelt das Verhältnis von polizeilichem Einsatztraining und Digitalität in drei Relationen: Einsatztraining für die digitale, (b) mit der digitalen und (c) in der digitalen Welt. Im Durchgang der Analyse wird deutlich, dass die Bezugnahme der Polizei bzw. des Einsatztrainings auf das Digitale bestehenden Eigenlogiken folgt und damit auch bestehende Probleme fortsetzt. Um diese nicht weiter zu vernebeln, plädieren wir im Fazit für einen kontrollierten Umgang mit Digitalität. Die Kontrolle ermöglicht dabei nicht die Technologie selbst, sondern Einsicht als Beobachtung 2. Ordnung.
Staller, M. S., & Körner, S. (2021). Game on! - Spielen in der polizeilichen Lehre. Lehre. Lernen. Digital, 2(1), 13–22.
Dervorliegende Beitrag fokussiert auf die Möglichkeiten der Gamifizierung in der polizeilichen Hochschullehre. Ausgehend von empirischen Befunden zu Gamifizierung werden Gemeinsamkeiten zwischen Lehrkräften und Game Designer*innen dargestellt und mögliche Synergien identifiziert. Unsere Überlegungen synthetisieren wir in ein Gamifizierungsframework, welches als Planungs-und Reflexionsmodell Lehrkräften bei einem möglichen Einsatz gamifizierter Lehre unterstützen kann.
Doctoral thesis (submitted September, 2020): The thesis focuses on coaching in preparing police officers for conflict situations in the institutionalised setting of police training. The aim was to provide (a) empirical data about different relevant aspects associated with coaching in the domain of police training and (b) guidance for optimising coaching in police training based on these results. Based on the who-what-how model of coaching decision-making, the studies within this thesis investigate the wants and needs of learners, the current coaching practice in police training and the sources, topics and application of coaching knowledge by police trainers. Drawing from data from a German police academy (Study 1, 2, 4), German speaking police trainers (Study 5) and an expert panel of self-defence coaches (Study 3), the thesis provides evidence for (a) the wants and needs of the learner in police training; (b) the content that is needed in order cope with the demands in the field; (c) positive and negative aspects of the structure and delivery of police training; (d) problems in skill development associated with a modularised and linear approach to learning in police training; and (e) shortcomings in domain-specific coaching knowledge and coach learning. Based on the findings, ten recommendations for optimising coaching in police training emerged, which target both coaches and the institution they serve.
While operational actions place high demands on police officers, conflict training aims to prepare them for the demands of deployment and thus forms the central hinge between professional practice and education. However, international data suggest a problem: the transfer of competence between training and deployment must be improved. The following article identifies pedagogical design and practice as the key factors in making this leap. To illustrate this point, the evidence-based constraints-led approach (CLA) is introduced. By dealing with key concepts as well as the practical implications of the CLA for conflict training in police, the article provides an orientation for police trainers and their practice as well as for the further professionalization of police training.
The spread of SARS-CoV-2 has led to a general shutdown of police and civilian self-defense training. While means of distance learning such as online teaching appear to be feasible for theory dominant subjects addressing cognitive resources of the learner, combat-related practices like self-defense trainings don´t seem to fit into the realm of virtual learning due to their bodily foundation. This is made clear by the collective perplexity of police and civilian coaches, gyms and organizations, on how to proceed with training during the lockdown in general, while approaches of distance learning (e.g., online learning) have rarely been considered. In the following article, we tackle the situation of police and civilian self-defense coaches in times of Corona. In a first step, contextual changes and challenges of coaching self-defense are identified through the lenses of a professional coaching model. In line with basic assumptions of ecological dynamics, adaptability seems to be the decisive resource for the coaching and training of self-defense in times of Corona. As an example for such an adaptation in training practice, a conceptual framework for distance-based self-defense training in the civilian and police domain is presented. This framework is adjusted to the respective requirements of physical distancing and adopted to novel security matters within the public sphere caused by the current regulations. In sum, the article attempts to provide ideas and orientation for police and civilian self-defense coaches as well as for their own development possibilities.
Professionalism in law enforcement requires the identification and development of expertise of police use of force (PUOF) coaches. Effective PUOF training includes the transfer from the training into the real-world environment of policing. This difference between working in the field and working as a PUOF coach has not been thoroughly investigated. However, research in other professional domains has shown that practical competence in the subject matter itself does not make a coach effective or successful. With this article, we conceptualize expert practice in PUOF instruction on the basis of a conflict management training setting in the security domain. First, by discussing a model of "territories of expertise", we point out the dynamic and contextual character of expertise within the PUOF domain. Second, by conceptualizing expertise as a process and effect of communication, we provide a framework that describes and examines the interdependency between performance-based and reputation-based expertise. These considerations present two practical challenges , which we recommend professional law enforcement institutions to engage. We close by providing practical orientations and pointers for addressing these issues.
In combat sports, athletes continuously co-adapt their behavior to that of the opponent. We consider this interactive aspect of combat to be at the heart of skilled performance, yet combat sports research often neglects or limits interaction between combatants. To promote a more interactive approach, the aim of this paper is to understand combat sports from the combined perspective of ecological psychology and dynamic systems. Accordingly, combat athletes are driven by perception of affordances to attack and defend. Two combatants in a fight self-organize into one interpersonal synergy, where the perceptions and actions of both athletes are coupled. To be successful in combat, performers need to manipulate and take advantage of the (in)stability of the system. Skilled performance in combat sports therefore requires brinkmanship: combatants need to be aware of their action boundaries and purposefully act in meta-stable regions on the limits of their capabilities. We review the experimental literature to provide initial support for a synergetic approach to combat sports. Expert combatants seem able to accurately perceive action boundaries for themselves and their opponent. Local-level behavior of individual combatants has been found to lead to spatiotemporal synchronization at the global level of a fight. Yet, a formal understanding of combat as a dynamic system starting with the identification of order and control parameters is still lacking. We conclude that the ecological dynamics perspective offers a promising approach to further our understanding of skilled performance in combat sports, as well as to assist coaches and athletes to promote optimal training and learning.
With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.
Different forms of computer games are widely used in the education field. Designing appropriate games can increase the acceptance of learning content by the learner. This study presents a definition of games, computer games, and the games that are employed within education. The definition of edutainment, educational games, game-based learning, and gamification are presented. The role of serious games for learning are clearly described. The differences between game-based learning and gamification are formulated. Researchers will find these findings helpful to distinguish game-based learning and gamification and to determine suitable designs for delivering learning content.
This paper focuses on the role of ecological dynamics as a theoretical framework for analysing performance of athletes and sports teams as complex adaptive systems. It combines key concepts from ecological psychology and nonlinear dynamical system theory, seeking to enhance understanding of performance and learning contexts in sport, to aid the acquisition and transfer of adaptive human behaviours. In ecological psychology the continuous regulation of human behaviour is predicated on the role of information that emerges from the individual–environment system to guide activity. The information sources that constrain performance behaviours are affordances, which provide invitations for action offered by each individual’s perception of functional relations with a performance environment. This information-based approach has been enhanced with the integration of tools and concepts from nonlinear dynamics to explain how information is cyclically related to the dynamics of a performance environment. Dynamical systems theory addresses the emergence of coordination tendencies that exist between and within components and levels of complex neurobiological systems. Ecological dynamics identifies key properties of expertise in sport predicated on the performer–environment relationship as the appropriate scale of analysis. This paper introduces the key properties of expert movement systems that include multi- and meta-stability, the functional role of adaptive movement variability, redundancy, degeneracy and the attunement to affordances. Additionally, we discuss the concept of representative design, which in an ecological dynamics framework underpins the organisation of experimental and learning environments so that observations and acquired skills can be linked to emergent functional behaviours in a specific performance context.
“Gamification” has gained considerable scholarly and practitioner attention; however, the discussion in academia has been largely confined to the human–computer interaction and game studies domains. Since gamification is often used in service design, it is important that the concept be brought in line with the service literature. So far, though, there has been a dearth of such literature. This article is an attempt to tie in gamification with service marketing theory, which conceptualizes the consumer as a co-producer of the service. It presents games as service systems composed of operant and operand resources. It proposes a definition for gamification, one that emphasizes its experiential nature. The definition highlights four important aspects of gamification: affordances, psychological mediators, goals of gamification and the context of gamification. Using the definition the article identifies four possible gamifying actors and examines gamification as communicative staging of the service environment.
Gamification has drawn the attention of academics, practitioners and business professionals in domains as diverse as education, information studies, human-computer interaction, and health. As yet, the term remains mired in diverse meanings and contradictory uses, while the concept faces division on its academic worth, underdeveloped theoretical foundations, and a dearth of standardized guidelines for application. Despite widespread commentary on its merits and shortcomings, little empirical work has sought to validate gamification as a meaningful concept and provide evidence of its effectiveness as a tool for motivating and engaging users in non-entertainment contexts. Moreover, no work to date has surveyed gamification as a field of study from a human-computer studies perspective. In this paper, we present a systematic survey on the use of gamification in published theoretical reviews and research papers involving interactive systems and human participants. We outline current theoretical understandings of gamification and draw comparisons to related approaches, including alternate reality games (ARGs), games with a purpose (GWAPs), and gameful design. We present a multidisciplinary review of gamification in action, focusing on empirical findings related to purpose and context, design of systems, approaches and techniques, and user impact. Findings from the survey show that a standard conceptualization of gamification is emerging against a growing backdrop of empirical participants-based research. However, definitional subjectivity, diverse or unstated theoretical foundations, incongruities among empirical findings, and inadequate experimental design remain matters of concern. We discuss how gamification may to be more usefully presented as a subset of a larger effort to improve the user experience of interactive systems through gameful design. We end by suggesting points of departure for continued empirical investigations of gamified practice and its effects.
This paper reviews peer-reviewed empirical studies on gamification. We create a framework for examining the effects of gamification by drawing from the definitions of gamification and the discussion on motivational affordances. The literature review covers results, independent variables (examined motivational affordances), dependent variables (examined psychological/behavioral outcomes from gamification), the contexts of gamification, and types of studies performed on the gamified systems. The paper examines the state of current research on the topic and points out gaps in existing literature. The review indicates that gamification provides positive effects, however, the effects are greatly dependent on the context in which the gamification is being implemented, as well as on the users using it. The findings of the review provide insight for further studies as well as for the design of gamified systems.
This book offers a practical yet powerful way to understand the psychological appeal and strong motivation to play video games.
With video game sales in the billions and anxious concerns about their long-term effects growing louder, Glued to Games: How Video Games Draw Us In and Hold Us Spellbound brings something new to the discussion. It is the first truly balanced research-based analysis on the games and gamers, addressing both the positive and negative aspects of habitual playing by drawing on significant recent studies and established motivational theory.
Filled with examples from popular games and the real experiences of gamers themselves, Glued to Games gets to the heart of gaming's powerful psychological and emotional allure—the benefits as well as the dangers. It gives everyone from researchers to parents to gamers themselves a clearer understanding the psychology of gaming, while offering prescriptions for healthier, more enjoyable games and gaming experiences.
Staller, M. S., & Körner, S. (2020). Kampfsport Coaching in Corona Krisenzeiten - Herausforderungen, Möglichkeiten und Grenzen. Leistungssport, 50(4), 13–16.
Die aktuellen Kontaktbeschränkungen im Rahmen der Covid-19-Pandemie sind für den Sport eine große Herausforderung. Besonders in Sportarten, die von Kontakt mit Trainingspartnerinnen und Gegnern geprägt sind, ändern sich damit die Rahmenbedingungen, unter denen trainiert werden kann, essenziell. Mit dem vorliegenden Artikel beabsichtigen wir nicht, Entscheidungen in Bezug auf die Ausführungsbestimmungen von Sport zu bewerten oder zu informieren. Vielmehr fokussieren wir unter den aktuellen Rahmenbedingungen auf Handlungsoptionen von Trainern. Dabei konzentrieren wir uns auf Kampfsportarten, welche durch die Kontaktbeschränkungen besonders betroffen sind. Basierend auf einem Modell trainingspädagogischen Handelns skizzieren wir Herausforderungen, Möglichkeiten und Grenzen im Kampfsporttraining unter den aktuellen Kontextbedingungen. Mit den folgenden Reflexionen hoffen wir, Trainern im Kampfsport Orientierung für das Coaching-Handeln sowie für eigene Entwicklungsmöglichkeiten zu geben.
In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches.
This paper argues that most video game enjoyment can be understood in terms of the type of feedback used, the rules set out by the game and the social elements of the game - concepts that have been identified as critical to video games. Self-determination theory (SDT) is used as a lens for understanding the mechanism by which these traits might lead to enjoyment. Specifically, the argument is that feedback, rules, and social elements of games will fulfill the dimensions of SDT - competence autonomy, and relatedness. Then, the dimensions of SDT will predict enjoyment. Participants were presented with a game that emphasized feedback, rules, or social elements. Games that emphasized flexible rules led to feelings of competence while games that emphasized social elements led to feelings of relatedness. Competence and elatedness then led to feelings of enjoyment. In doing so, this study identifies key elements of video games while illuminating ways to understand video game enjoyment.
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