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Universität Augsburg
Prof. Dr. Marco C. Meier
Professur für Wirtschaftsinformatik und Management Support
Vorsitzender des Boards Bachelor-Studiengang Wirtschaftsinformatik
http://www.wiwi.uni-augsburg.de/bwl/meier/
Professur für Wirtschaftsinformatik und Management Support
Christian Karl Grund
Cottbus, 01.10.2015
How Games and Game Elements Facilitate Learning and Motivation A Literature Review
Kontext des Beitrags Einbettung des Beitrags in ein Gesamtprojekt
Theories for Game-based Learning and Motivation 2 Christian Karl Grund
Sind Serious Games für Führungskräfte geeignet?
Wissenschaftliches Fundament?
Entwicklung eines Serious Games für Führungskräfte
Kontext des Beitrags Einbettung des Beitrags in ein Gesamtprojekt
Theories for Game-based Learning and Motivation 3 Christian Karl Grund
Entwicklung eines Serious Games für Führungskräfte
Sind Serious Games für Führungskräfte geeignet?
Wissenschaftliches Fundament?
Verwandte Arbeiten Ausgewählte Beiträge zum theoretischen Fundament von Gamification / Serious Games
Theories for Game-based Learning and Motivation 4
Bereich Serious Games
• Kiili (2005): Experiential Gaming Model
• Kebritchi & Hirumi (2008): Pedagogical Foundations of educational computer games
• Wu et al. (2011): Learning-theory foundations of game-based learning
-> Fokus auf Lerntheorien
Christian Karl Grund
Bereich Gamification
• Nicholson (2012): Theoretical Framework for Meaningful Gamification
• Scheiner und Witt (2013): The Backbone of Gamification
• Bíró (2014): Didactics 2.0: Analysis of Gamification Theory
-> Fokus auf Motivationstheorien
Verwandte Arbeiten Forschungslücke / Idee des Beitrags
Theories for Game-based Learning and Motivation 5 Christian Karl Grund
Lerntheorie 1
Lerntheorie n
Lerntheorie 2 Serious Games
Motivationstheorie 1
Motivationstheorie n
Gamification Motivationstheorie 2
Verwandte Arbeiten Forschungslücke / Idee des Beitrags
Theories for Game-based Learning and Motivation 6 Christian Karl Grund
„Game-based Learning and Motivation (GBLAM)“
Motivationstheorie 1
Motivationstheorie n
Motivationstheorie 2
Lerntheorie 1
Lerntheorie n
Lerntheorie 2
Theoretische Grundlage für die Erstellung von Serious Games, die zu effektivem Lernen motivieren.
Forschungsfragen
Theories for Game-based Learning and Motivation 7
RQ1: How do games and game elements facilitate learning and motivation?
RQ2: How can theory frame the design of game-based learning and motivation?
Christian Karl Grund
Ansatz zur Beantwortung der Forschungsfragen Forschungsmethode: Literaturstudie
Theories for Game-based Learning and Motivation 8 Christian Karl Grund
Quelle n
Quelle 1
Stichprobe
Analyse
Theorie 1
Theorie 2
Theorie n
RQ1
… …
Deduktio
n
Richt-linie 1
Richt-linie n …
RQ2
Suchvorgehen Auswahl von Quellen für eine personelle Suche (Suchzeitraum: 2009-2014)
Theories for Game-based Learning and Motivation 9 Christian Karl Grund
AIS Senior Scholars‘ Basket of Journals DSS CAIM (24/2)
International Conference on Information Systems
Jahrestagung der Gesellschaft für Informatik
Suchvorgehen Resultierende Quellen für eine Stichwortsuche in den Schlüsselbegriffen
Theories for Game-based Learning and Motivation 10 Christian Karl Grund
Simulation & Gaming Games and Culture
Usage type Search term(s)
Serious Games
(“Serious” AND “Games”)
OR (“Serious” AND “Gaming”)
Gamification “Gamification”
Games with a purpose “Games” AND “purpose”
Suchvorgehen Beschaffenheit der Stichprobe
Theories for Game-based Learning and Motivation 11 Christian Karl Grund
Identifizierte Theorien in der Stichprobe
Theories for Game-based Learning and Motivation 12 Christian Karl Grund
Insgesamt 28 Theorien identifiziert, davon 6 Theorien mit 3 oder mehr Nennungen.
Verbindungen zwischen den Theorien und GBLAM Flow Theory of Motivation (Csikszentmihalyi 1991)
Theories for Game-based Learning and Motivation 13 Christian Karl Grund
Challenges
Skills
Anxiety
Boredom
„In reviewing some of the activities that consistently produce flow – such as sports, games, art and hobbies – it becomes easier to understand what makes people happy”.
„Games can also create a state of flow, which is described as being so totally involved that people lose their self-consciousness and sense of time (…)”.
Verbindungen zwischen den Theorien und GBLAM Flow Theory of Motivation (Csikszentmihalyi 1991)
Theories for Game-based Learning and Motivation 14 Christian Karl Grund
Bedwell et al. (2012)
„Ideally, the degree of challenge should automatically adapt according to the skill level of the player in order to engender optimum experience or flow state”.
Liu et al. (2013)
Csikszentmihalyi (1991)
Verbindungen zwischen den Theorien und GBLAM Self-determination Theory (Ryan & Deci 2000)
Theories for Game-based Learning and Motivation 15 Christian Karl Grund
Competence
Autonomy
Relatedness
Intrinsic Motivation
Verbindungen zwischen den Theorien und GBLAM Self-determination Theory (Ryan & Deci 2000)
Theories for Game-based Learning and Motivation 16 Christian Karl Grund
„We specifically predict that game features that conduce to increased perceptions of autonomy, competence, and relatedness enhance motivation to play”.
„Self-determination theory suggests that activities, such as games, are enjoyable because they satisfy people’s intrinsic psychological needs to feel competent, autonomous, and connected to others (…)”.
Kankanhalli et al. (2012)
„(…) theories that explain intrinsic motivation such as self-determination theory (SDT) (…) may be relevant for understanding user’s engagement motives”.
Liu et al. (2013)
Ryan et al. (2006)
Verbindungen zwischen den Theorien und GBLAM Experiential Learning Theory (Kolb 1984)
Theories for Game-based Learning and Motivation 17 Christian Karl Grund
Concrete Experience
Reflective Observation
Active Experimentation
Abstract Conceptualization
Diverging
Assimilating Converging
Accommodating
Transforming
Gra
spin
g
Verbindungen zwischen den Theorien und GBLAM Experiential Learning Theory (Kolb 1984)
Theories for Game-based Learning and Motivation 18 Christian Karl Grund
„Computer games (…) can connect the players to every day life experience. Such concrete experience is the heart of the experiential learning approach in which knowledge is constructed (…) as a result of experiencing and interacting with the environment.”.
„Using an ERP system in the classroom as a hands-on vehicle for learning about business processes is an example of experiential learning”.
Koops, Hoevenaar (2013)
„The learning cycle reflects the experiential learning cycle (…), where the student may start from a concrete experience”.
Monk, Lycett (2011)
Kebritchi, Hirumi (2008)
Verbindungen zwischen den Theorien und GBLAM Goal-Setting Theory (Locke & Latham 2002)
Theories for Game-based Learning and Motivation 19 Christian Karl Grund
Verbindungen zwischen den Theorien und GBLAM Goal-Setting Theory (Locke & Latham 2002)
Theories for Game-based Learning and Motivation 20 Christian Karl Grund
„Mastery experience and observational learning by other players intensify self-efficacy continuously during playing”.
„We plan to begin with goal setting, as it not only has a strong effect but recent advances in the area (…) are very promising”.
Mutter, Kundisch (2014)
„The literature has theorized several reasons why users might value badges and, thus, perceive them as valuable goals”.
Oppong-Tawiah et al. (2014)
Scheiner, Witt (2013)
Verbindungen zwischen den Theorien und GBLAM Bloom‘s Taxonomy (Anderson & Krathwohl 2001)
Theories for Game-based Learning and Motivation 21 Christian Karl Grund
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Verbindungen zwischen den Theorien und GBLAM Bloom‘s Taxonomy (Anderson & Krathwohl 2001)
Theories for Game-based Learning and Motivation 22 Christian Karl Grund
„Whereas business simulations are not effective for addressing lower levels of learning in Bloom’s taxonomy of learning goals (…) they are found to support the higher-order intellectual activities – application, synthesis, and analysis”.
„Instead of testing at the lower level of thinking skills, such as a multiple choice exam (…), the simulation game tests at the higher end and may show true learning outcomes”.
Ben-Zvi (2010)
„This framework represents a practical heuristic for exploring the interplay between teaching, learning, assessment and business games”.
Monk, Lycett (2011)
Legner et al. (2013)
Ansatz zur Beantwortung der Forschungsfragen Forschungsmethode: Literaturstudie
Theories for Game-based Learning and Motivation 23 Christian Karl Grund
Quelle n
Quelle 1
Stichprobe
Analyse
Theorie 1
Theorie 2
Theorie n
RQ1 ✔
… …
Deduktio
n
Richt-linie 1
Richt-linie n …
RQ2
Gestaltungsvorschlag Von der Theorie zur Gestaltungsrichtlinie: Beispiel Flow-Theorie
Theories for Game-based Learning and Motivation 24
Gesetz: Wenn die Fertigkeiten einer Person mit der Herausforderung einer Aufgabe übereinstimmen, tritt die Person in den „Flow“-Zustand ein.
Antezedens: Ein Spieler wählt den passenden Schwierigkeitsgrad eines Spiels.
Explanandum: Ein Spieler befindet sich im „Flow“- Zustand, während er spielt.
Christian Karl Grund
E
x
p
l
a
n
a
n
s
Gestaltungsvorschlag Exemplarische Gestaltungsrichtlinien
Theories for Game-based Learning and Motivation 25 Christian Karl Grund
Design Guideline Theoretical Foundation
Balance challenge and skill Flow Theory
Enable perceived competence, autonomy, and relatedness Self-determination Theory
Employ all stages of the learning cycle Exp. Learning Theory
Consider different learning styles Exp. Learning Theory
Set specific, difficult, and obtainable goals Goal-setting Theory
Enable perceived goal importance Goal-setting Theory
Enable goal-related self-efficacy Goal-setting Theory
Constantly show progress in relation to goals Goal-setting Theory
Remind of accomplished goals Goal-setting Theory
Categorize and assess specific learning outcomes Bloom’s Taxonomy
Limitationen und Ausblick Möglichkeiten für weitere Forschung
Theories for Game-based Learning and Motivation 26
1. Suchraum ausweiten: Mehr Literatur durchsuchen, verschiedene Fachbereiche berücksichtigen (Psychologie, Pädagogik, Anreizsysteme etc.)
2. Zusätzliche Gestaltungsrichtlinien für GBLAM aus den Theorien herleiten
3. Empirische Forschung zu den ermittelten Theorien zusammentragen und die Übertragbarkeit auf GBLAM überprüfen
Christian Karl Grund
Limitationen und Ausblick Erweiterung des Beitrags
Theories for Game-based Learning and Motivation 27 Christian Karl Grund
Theorie 1 Theorie 2 Theorie n
…
„Unified Theory of Game-based Learning and Motivation“
Theories for Game-based Learning and Motivation 28
Es gibt nichts Praktischeres als eine gute Theorie.
- Kurt Lewin, Sozialpsychologe
Kontakt
Theories for Game-based Learning and Motivation 29 Christian Karl Grund
Visitenkarte
Christian K. Grund UNIVERSITÄT AUGSBURG
(0821) 598 - 3908
christian.grund@wiwi.uni-augsburg.de
Literaturnachweise (1/2)
Theories for Game-based Learning and Motivation 30
Anderson LW, Krathwohl DR (2001) A taxonomy for learning, teaching, and assessing. A revision of Bloom's taxonomy of educational objectives. Longman, New York
Bedwell WL, Pavlas D, Heyne K, Lazzara EH, Salas E (2012) Toward a Taxonomy Linking Game Attributes to Learning: An Empirical Study. Simulation & Gaming 43(6):729–760
Ben-Zvi T (2010) The efficacy of business simulation games in creating Decision Support Systems: An experimental investigation. Decision Support Systems 49(1):61–69
Bíró GI (2014) Didactics 2.0: A Pedagogical Analysis of Gamification Theory from a Comparative Perspective with a Special View to the Components of Learning. Procedia - Social and Behavioral Sciences 141:148–151
Csikszentmihalyi M (1991) Flow: The psychology of optimal experience. HarperPerennial New York
Kankanhalli A, Taher M, Cavusoglu H, Kim S (2012) Gamification: A New Paradigm for Online User Engagement. In: Huang M, Piccoli G, Sambamurthy V (Hrsg) Proceedings of the 33rd International Conference on Information Systems (ICIS)
Kebritchi M, Hirumi A (2008) Examining the pedagogical foundations of modern educational computer games. Computers & Education 51(4):1729–1743
Kiili K (2005) Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education 8(1):13–24
Kolb DA (1984) Experiential learning: Experience as the source of learning and development. Prentice-Hall Englewood Cliffs, NJ
Koops M, Hoevenaar M (2013) Conceptual Change During a Serious Game: Using a Lemniscate Model to Compare Strategies in a Physics Game. Simulation & Gaming 44(4):544–561
Legner C, Estier T, Avdiji H, Boillat T (2013) Designing Capstone Courses in Management Education: Knowledge Activation and Integration Using an ERP-based Simulation Game. In: Baskerville R, Chau M (Hrsg) Proceedings of the 34th International Conference on Information Systems (ICIS)
Liu D, Li X, Santhanam R (2013) Digital Games and Beyond: What Happens When Players Compete. MIS Quarterly 37(1):111–124
Locke EA, Latham GP (2002) Building a Practically Useful Theory of Goal Setting and Task Motivation. A 35-Year Odyssey. American Psychologist 57(9):705–717
Christian Karl Grund
Literaturnachweise (2/2)
Theories for Game-based Learning and Motivation 31 Christian Karl Grund
Monk E, Lycett M (2011) Using a Computer Business Simulation to Measure Effectiveness of Enterprise Resource Planning Education on Business Process Comprehension. In: Beath C, Myers M, Wei K (Hrsg) Proceedings of the 32nd International Conference on Information Systems (ICIS)
Mutter T, Kundisch D (2014) Behavioral Mechanisms Prompted by Badges: The Goal-Gradient Hypothesis. In: Myers M, Straub D (Hrsg) Proceedings of the 35th International Conference on Information Systems (ICIS)
Nicholson S (2012) A User-Centered Theoretical Framework for Meaningful Gamification. In: Martin C, Ochsner A, Squire K (Hrsg) Games+Learning+Society 8.0 Conference Proceedings
Oppong-Tawiah D, Webster J, Staples S, Cameron A, Guinea Ad (2014) Encouraging Sustainable Energy Use in the Office with Persuasive Mobile Information Systems. In: Myers M, Straub D (Hrsg) Proceedings of the 35th International Conference on Information Systems (ICIS)
Ryan RM, Deci EL (2000) Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist 55(1):68
Ryan RM, Rigby CS, Przybylski A (2006) The Motivational Pull of Video Games: A Self-Determination Theory Approach. Motivation and Emotion 30(4):344–360
Scheiner CW, Witt M (2013) The Backbone of Gamification - a Theoretical Consideration of Play and Game Mechanics. In: Horbach M (Hrsg) Informatik 2013. Ges. für Informatik, Bonn
Wu W, Hsiao H, Wu P, Lin C, Huang S (2012) Investigating the learning-theory foundations of game-based learning: a meta-analysis. Journal of Computer Assisted Learning 28(3):265-279
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