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The slides based on our experiences in
this topic :-)
WE ARE Katharina Hohla
& Martin Ebner
2
“
„A good game should be
easy to learn
,
but
difficult to master
.“
(Nolan Bushnell, the founder of Atari, Inc)
3
Learning with Games
Do we really learn with games?
1
4
Parabola of throwing
5
Launch Angel
6
Yetisports
7
Yetisports
8
a
Theory
9
Learning Games
Motivation Implicit
Learning
... it is fun
because
playing is not
identified as
actual learning
... is learning
that is not
consciously
perceived by
the learner.
(Holzinger, 2001) (Holzinger & Maurer, 1999)
Three factors
(Malone, 1980)
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http://www.flickr.com/photos/bods/6119906063
challenge
fantasy
curiosity
Game Based Learning
... seems to be a growing field
2
11
History
12
20182015201120102008200720062005200019901980
First publications
about learning with
e-Games
Digital Games are on
the move – first
research mostly in
the preschool area
“Serious Games”
“Educational Games”
Mobile Learning:
Learning with casual
games
Gamification as new
trend Seamless Learning
Tre nd e du ta in me nt
und Multimedia
Trend in press: Game
based Learning
iPhone starts and
afterwards Android
based devices
Learning Theories (Schön, 2010):
•Location based Learning: Real life
situations
•Social Learning: Learning is an
active part on the learners
themselves and occurs through
participation
•Game-based Learning
•Collaborative Learning
Augmented and
Virtual Reality as
new part of GBL
“
”Digital games are a rule-based,
interactive medium that emotionally
binds players and takes place within
a space delimited from objective
reality and whose underlying
interaction technology is purely
digital in nature.”
Wagner, 2008
14
Type of (l e a r n i n g) games
◦Action games
◦Adventure Games
◦Casual Games
◦Role Playing Games
◦Simulation games
◦Sports games
◦Strategy games
15
Basic reflections (1/2)
◦Player's ability to learn (e. g pre-knowledge)
◦Learning by playing as a
cycle of play
consisting of game behavior, feedback,
assessment of the game feedback and own
behavior
◦Success leads to positive reinforcement
16
Basic reflections (2/2)
◦Failure should lead to arouses ambition
(motivation)
◦Trial-and-error principle
◦Learning-by-doing
◦Predominantly implicit learning
17
Learning Game cylce
18
Learning Content
Play
characteristics
Game
cycle Learning outcome
Player
assessments
Player
behavior
System
feedback
Input Output
Process
Debriefing
Input-Process-Output model for GBL (Garris & Driskell, 2002)
Learning theories
◦active learning
◦constructive learning
◦self-directed learning
◦social learning
◦emotional learning
◦situated learning
19
Potential of GBL
◦High level of intrinsic motivation
◦Strategic thinking in context
◦Acquisition of generic and metacognitive
skills
◦increase of general self-confidence
◦Is not perceived as a learning activity
("stealth learning”; implicit learning)
20
Challenges of GBL (1/3)
◦Games according to game theorists purpose-
free and voluntary
◦Explicit learning can disturb the flow of the
game
◦Didactically meaningful integration of
learning content and game mechanics
◦Budget
21
Challenges of GBL (2/3)
◦Ambivalent expectations of educational
games (open framework vs. fixed curriculum;
complex enough and lots of learning content
vs. low cost; motivate and captivate for a
long time vs. other learning content)
◦Achievement of learning objectives cannot
be guaranteed
22
Challenges of GBL (3/3)
◦Te ac h e r s a re in d i s p en sa bl e as l e ar ni ng
process facilitators
◦Critical reflection (debriefing)
23
Gamification
... or how serious interfaces become more motivating
3
24
“
“Gamification is the use of game
design elements in non-game
contexts.”
Deternig et al, 2011
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Difference serious game and gamifcation
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Gameful
design
(Gamifcati
on)
Playful
design
To y s
Serious
Gaming
Playing
PartsWhole
Deternig et al, 2011
Examples (2/2)
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https://swacash.com/2020/09/18/11-great-examples-of-gamification-from-successful-companies/
Starbucks: Great Reward App makes you want (and thirst) for more
TripAdvisor: Collect badges with increasing difficulty
Microsoft: Learn Microsoft Office easier with Ribbon Hero
Reddit: Karma points through up-votes
SAP: Play golf when transferring orders
Gamification elements (1/4)
◦Achievements (defined objectives)
◦Avatars (visual representation of a player
character)
◦Badges (visual representations of
achievements)
◦Battles with final enemies (special challenges
at the climax)
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Gamification elements (2/4)
◦Collections (collecting sets of items or
badges)
◦Combat (a defined battle., usually short-
lived)
◦Unlocking content (aspects that are only
achieved when players complete objectives)
◦Gifting (ways to share resources with others)
30
Gamification elements (3/4)
◦Leaderboards (visual display of player
progress and achievements)
◦Levels (defined areas in player progress)
◦Points (numerical representation of game
progress)
◦Tasks (defined challenges with objectives
and rewards)
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Gamification elements (4/4)
◦Social graphs (representation of the players'
social network within the game)
◦Teams (defined groups working together for
a common goal)
◦Virtual goods (game assets with perceived
or real monetary value)
32
Some few examples
... in Higher Education
4
33
Just a small battery …
34
Khalil, M., Wong, J., de Koning, B.
B., Ebner, M., & Paas, F. (2018).
Gamification in MOOCs: A Review
of the State of the Art. In
proceedings of the 2018 IEEE
Global Engineering Education
Conference (pp. 1635-1644). Santa
Cruz de Tenerife, Canary Islands,
Spain
Just earn some badges…
35
Kopp, M., Ebner, M. (2017) La certificación de los MOOC. Ventajas, desafíos y experiencias prácticas. Revista
española de pedagogía. Vol. 75, No 266, 2017, pp. 83-100. ISSN 0034-9461
Learning Analytics …
36
Virtual Reality, Augmented Reality are on the move …
37
Kommetter, C. & Ebner, M. (2019). A Pedagogical
Framework for Mixed Reality in Classrooms based
on a Literature Review. In J. Theo Bastiaens (Ed.),
Proceedings of EdMedia + Innovate Learning (pp.
901-911). Amsterdam, Netherlands: Association for
the Advancement of Computing in Education (AACE).
“
„GBL and Gamification can work as
game changer in a serious learning
environment“
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Thanks for the attention!
KATHARINA HOHLA
Instructional Designer
katharina.hohla@tugraz.at
MARTIN EBNER
Educational Technologist
martin.ebner@tugraz.at