In der vorliegenden Dissertation werden die vielfältigen Einsatzmöglichkeiten von Planspielen in der beruflichen Bildung aufgezeigt. Zudem wird unter Berücksichtigung wissenschaftlicher und praktischer Anforderungen die Entwicklung eines Planspiels nach dem Design Science Research Ansatz vorgestellt. Um die Wirksamkeit von Planspielen sowohl kurzfristig als auch langfristig nachzuweisen, bedarf es empirischer Daten und differenzierter Aussagen, welche erfolgs- oder lernwirksame Faktoren in Planspielen implementiert sein müssen. Hierfür wurde ein Mixed Methods Untersuchungsdesign eingesetzt und durch Verwendung von Fragebögen, Storytelling- und Bild-Interviews untersucht, welche Einflussgrößen auf die Lerneffekte und die Akzeptanz von Planspielen wirken. Die Ergebnisse zeigen, dass in Abhängigkeit des Untersuchungszeitraumes und der Untersuchungspersonen unterschiedliche Einflussgrößen auf die Lerneffekte und die Akzeptanz wirken. Im Rahmen der Dissertation ist somit ein evaluiertes produktionsnahes Planspiel entstanden, dass die Elemente und Prozesse eines soziotechnischen Systems simuliert und in der beruflichen Bildung für verschiedene Lernende anwendbar ist. Die Arbeit bietet überdies einen Beitrag zur Überprüfung von Kausal- und Wirkungszusammenhängen in Planspielen. So werden die eingesetzten Methoden für die Planspielevaluation erweitert und die bisherigen Untersuchungen in der Planspielforschung ergänzt.:1 Einleitung 2 Stand der Wissenschaft und Technik 3 Iterative Entwicklung des Artefakts Planspiel 4 Evaluation der Einflussgrößen des Planspiels 5 Ergebnisse der empirischen Untersuchungen 6 Diskussion 7 Schlussbetrachtung Anlage A Ergänzendes Material zur theoretischen Fundierung Anlage B Ergänzendes Material zur iterativen Entwicklung und Evaluation Anlage C Ergänzendes Material der quantitativen Untersuchung Anlage D Ergänzendes Material zu den Storytelling-Interviews Anlage E Ergänzendes Material zu den Bild-Interviews Anlage F Zusammenfassende Übersichten / In this dissertation various application possibilities of business games in vocational education are shown. In addition, the development of a business game according to the Design Science Research approach is presented, considering scientific and practical requirements. In order to prove the effectiveness of business games in short-term as well as in long-term, empirical data and differentiated statements are needed, which success- or learning-effective aspects have to be implemented in business games. For this purpose, a mixed methods research design was employed using questionnaires, storytelling and picture interviews to examine which influencing variables have an effect on the learning effects and acceptance of business games. The results show that different variables influence the learning effects and the acceptance of business games depending on the time period and the participants. Within the framework of the dissertation, an evaluated production-related business game has been developed that simulates the elements and processes of a socio-technical system and can be used in vocational training for different learners. Moreover, the work offers a contribution to the assessment of causal and cause-effect relationships in business games. Thus, the methods used for business game evaluation are extended and previous studies in business game research are complemented.:1 Einleitung 2 Stand der Wissenschaft und Technik 3 Iterative Entwicklung des Artefakts Planspiel 4 Evaluation der Einflussgrößen des Planspiels 5 Ergebnisse der empirischen Untersuchungen 6 Diskussion 7 Schlussbetrachtung Anlage A Ergänzendes Material zur theoretischen Fundierung Anlage B Ergänzendes Material zur iterativen Entwicklung und Evaluation Anlage C Ergänzendes Material der quantitativen Untersuchung Anlage D Ergänzendes Material zu den Storytelling-Interviews Anlage E Ergänzendes Material zu den Bild-Interviews Anlage F Zusammenfassende Übersichten

This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected. / Mathematical Sciences / Ph.D. (Mathematics, Science and Technology Education)

This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected. / Mathematical Sciences / Ph.D. (Mathematics, Science and Technology Education)

La presente tesi è un contributo allo studio delle implicazioni economiche delle intenzioni di fecondità e all’analisi degli aspetti economici legati ai processi decisionali riproduttivi. Precisamente la tesi, composta da tre capitoli indipendenti e basata su dati Italiani, si focalizza su donne, su individui che vivono in coppia e sulle coppie. In particolare lo studio mira a comprendere: i) l'interazione esistente tra il mercato del lavoro (con un focus particolare sul ruolo del settore occupazionale femminile) e le preferenze per la formazione della famiglia; ii) le influenze della ripartizione dei ruoli domestici all’interno della coppia sulle intenzioni riproduttive; iii) le determinanti (all’interno delle coppie) dell’accordo/disaccordo circa l'intenzione di diventare genitori una seconda volta, e -per coppie che registrano un disaccordo- iv) le determinanti che spingono una donna a contrastare l’intenzione positive del suo partner per un secondo figlio. La tesi utilizza il mixed-method design, una strategia basata sull’analisi quantitativa dei dati nonché sull’analisi approfondita di interviste: questo approccio consente di studiare l'argomento da diverse prospettive e -grazie ai due metodi di ricerca -quantitativo e qualitativo- di approfondire le conoscenze del fenomeno di interesse. / The thesis is a contribution to the study of the economic implications of fertility intentions and desires and of the economic aspects of the fertility decision making process. Precisely, it is based on three autonomous chapters and it aims at understanding: a) for women and for individuals within the couples the interplay between fertility and labour market preferences (with a particular focus on the role of women's sector of employment), and the influences that the (un)balanced division of domestic duties play on the intentions of becoming parents for another time in Italy; b) for couples living together the determinants of their (dis)agreement about the intention of becoming parents again; and c) for couples that disagree on future fertility plans, the determinants of female’s contrasting attitude towards her partners’ positive fertility intention. The dissertation uses a mixed-method design- a strategy based on survey data analysis as well as in-depth interviews analysis: this approach allows investigating the topic from different perspectives, by means of both quantitative and qualitative research methods in order to provide new insights into the phenomenon of interest.

<p>This dissertation investigated a psychoeducational intervention’s effectiveness in nurturing concern for others in adolescents with high intellectual abilities. The intervention was implemented at two research sites in a city in western India with 130 participants. Concern for others was conceptualized as an interplay of empathy, compassion, and prosocial behavior, and interrelationships among them were examined using correlational and regression analyses of self-reported survey data. Results indicated that prosocial behavior is positively associated with empathy (i.e., perspective taking and empathic concern) and other-compassion (i.e., compassion for others and compassion for other living beings) with correlations ranging from medium to strong (.46 ≤ <em>r</em> ≤ .79). Compassion for self, however, is not associated with prosocial behavior (<em>r</em> = .01) or any other key variables of having a concern for others (-.06 ≤ <em>r</em> ≤ .09). Compassion for others and perspective taking are the strongest predictors of prosocial behavior. Predicted self-reported prosocial behavior in girls is, on average, significantly greater than that in boys. Participants were then randomly assigned to treatment and control (delayed treatment) groups. The intervention’s effectiveness was evaluated using a convergent mixed-methods design by combining repeated-measures multivariate analysis of variance (RM-MANOVA) of self-reported survey data and thematic analysis of interview data. Classroom quality was perceived to be high. Moreover, on average, participants’ level of adherence to the intervention was high, especially for session attendance (93%), and self-reported home activity completion (89%). The RM-MANOVA results showed that the self-reported concern for others varied significantly over the time of participants’ participation in the intervention with a large effect (treatment group: ηp2 = .57; delayed treatment group: ηp2 = .47); however, the effects did not seem to sustain over the next three months. Univariate <em>post-hoc</em> analyses indicated significant differences with moderate effect size in prosocial behavior and compassion for others. Overall, the intervention was perceived to be a largely positive experience—appealing, meaningful, and supportive of belongingness—yet there is a scope for improvement, especially regarding active participation. Emotional regulation, mindful engagement, responsible communication, relationship building, kindness, and gratitude were described as key intervention affordances. The mixed-methods integration of results provided preliminary evidence for the effectiveness of the intervention. (IRB #1812021447)</p>