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Spelbaserat lärande är ett exempel på ett område som intresset har ökatför under 2010-talet och forskning har påvisat positiva effekter medspelbaserat lärande. Pellas, et al. (2018) förklarar att det är svårt att hållastudenter motiverade och engagerade i klassrummen när de anser att lärarnas pedagogiskaval och lärandemetoder är tråkig och oinspirerande. Ett återkommande problem äratt det finns många studenter som av diverse anledningar inte genomför olikamoment inom kurser eller till och med hoppar av en pågående utbildning. Syftet med denna studie är att undersöka hurstudenter med tidigare erfarenhet av spel ser på spelbaserat lärande för attskapa ett underlag som kan användas som stöd vid implementation av denlärandemetoden. Studien baseras på en kvalitativmetod som innefattar semistrukturerade intervjuer med sex olika respondentersom valdes tack vare deras unika erfarenheter. Studien utgår från ettteoretiskt ramverk som består av kategorierna Motivation, Prestation, Attityd,Utmaningar och Nyttor. Frågor till intervjuerna baserades på teorin ochkompletterades med scenarion som innehöll specifika uppgifter från kurserrespondenterna deltagit i för att de skulle ha något att relatera till.Resultatet i studien visar att studenterna har en positiv syn på spelbaseratlärande i studierna och känner att det hade varit roligt att införa spelbaseratlärande i undervisningen. De menar på att det skulle kunna bidra till attmotivationen ökar och prestationen förbättras mende ser samtidigt utmaningar som kommer med spelbaserat lärande där utformningenav spelet tydligt pekas ut. Studenterna förklarar att ett spel bör varautformat för att vara anpassat tillaktuell målgrupp och för att kunna möta individens behov. Spelbaserat lärandehar visat sig ha en plats i skolbänken enligt den spelande generationeneftersom det faller naturligt för dem att interagera på det sättet. / Game-based learning is an example of an area where   interest has increased during the 2010s and research has shown positive   effects with game-based learning. Pellas, et al. (2018) explains that it is   difficult to keep students motivated and engaged in the classrooms when they   believe that the teachers' educational choices and learning methods are   boring and uninspiring. A recurring problem is that there are many students   who, for various reasons, do not carry out various parts of courses or even   skip an ongoing education. The purpose of this study is to investigate how   students with previous experience of games view game-based learning in order   to create a foundation that can be used as support in implementing the   learning method. The study is based on a qualitative method that includes   semi-structured interviews with six different respondents who were chosen due   to their unique experiences. The study is based on a theoretical framework   consisting of the categories Motivation, Achievement, Attitude, Challenges   and Benefits. Questions for the interviews were based on the theory and were   supplemented with scenarios which contained specific information from the   courses the respondents participated in, in order for them to have something   to relate to. The results of the study show that the students have a positive   view of game-based learning in the studies and feel that it would be fun to   introduce game-based learning in the teaching. They argue that it could   contribute to increasing motivation and improving performance, but at the   same time they see challenges that come with game-based learning where the   design of the game is clearly pointed out. The students explain that a game   should be designed to be adapted to the current target group and be able to   meet the individual's needs. Game-based learning has proven to have a place   in the school bench according to the gaming generation because it comes naturally   to them to interact in that way.

This dissertation consists of three journal articles that explored the effectiveness of a digital game, called EnerCities, in producing pro-environmental attitudes and behaviors by using a mixed-methods study approach. The first study was conducted as a quasi-experimental study among undergraduate students in the United States. Based on the Attitudinal Learning Instrument (ALI), this study found that the attitudinal learning gained from EnerCities influenced participants’ pro-environmental behavioral intentions significantly. This learning was retained until five weeks after game play according to the qualitative results of the study. The second study, conducted in India, used EnerCities to study the differences in attitudinal learning among high school students who played the game collaboratively or individually, using the ALI and Theory of Planned Behavior (TPB). Results showed that the attitudinal learning and its effect on pro-environmental behavioral intentions between collaborative and individual players was similar. This study also showed that EnerCities had significantly impacted the environmental attitudes and behaviors of the game players when compared to students who did not play any game, although all students had studied environmental studies through traditional instructional methods since elementary school. The third study, conducted among high school students in India, compared the environmental attitudes between game players and students who did not play any game based on the New Ecological Paradigm (NEP) scale. Both the unidimensional and multi-dimensional properties of the NEP were considered. It was found that EnerCities had impacted game players’ environmental attitudes significantly. All the three studies showed that digital games are more effective in promoting attitudinal (cognitive, affective, behavioral and social) learning compared to traditional instructional methods. This supports the implementation of digital games as a pedagogical tool in influencing environmental attitudes and behaviors.

Det här kandidatarbetet går ut på att undersöka hur en interaktiv upplevelse i virtuell verklighet kan användas för att ha en positiv inverkan på användarnas engagemang, uppmärksamhet och lärande. För att undersöka detta har vi använt oss av kvalitativa metoder såsom intervjuer och observationer, metoder och ramverk för speldesign, olika typer av metoder för speltest och tagit del av relevant forskning. Vi har även samarbetat med ett företag som har expertis och kunskap inom området. Resultatet visade att interaktiva VR-upplevelser har potential att väcka användarnas intresse och bibehålla deras motivation. Undersökningens resultat visade dock även att en VR-upplevelse som har brister i designen istället kan orsaka frustration och förvirring hos användarna. Slutsatsen som dragits är att väldesignade interaktiva VR-upplevelser kan vara effektiva verktyg för att på ett engagerande sätt ta till sig kunskap, men att brister i designen kan ha stora negativa effekter på lärandet. / The purpose of this bachelor thesis is to examine how an interactive experience in virtual reality can be used to have a positive impact on the users’ engagement, awareness and learning. To examine this we have used qualitative methods like interviews and observations, frameworks and methods for game design, different types of game testing techniques and taken part of relevant research. We have also been working together with a company that has expertise and knowledge in the area. The results showed that an interactive VR-experience has potential to evoke the users’ interest and maintain their incentive. However, the results also showed that flaws in the design of a VR-experience instead can cause frustration and confusion within the user. The conclusion that has been drawn is that a well-designed interactive VR-experience can be an effective tool for consuming knowledge in an engaging way, but flaws in the design can have a significant negative impact on the learning aspect.

Vi lever idag i ett digitaliserat samhälle, där datorspel är ett naturligt inslag i många barn och ungdomars vardag. Teknikens ständiga utveckling och barns höga grad av datorspelande, har resulterat i att det idag finns flertal möjligheter att integrera digitala lärospel som en del av matematikundervisningen. Detta arbete syftade till att öka kunskapen gällande vilka faktorer som påverkar lärares val att implementera, alternativt inte implementera digitala lärospel i sin matematikundervisning för årskurs 4–6. Studien syftade också till att belysa hur lärare som använder digitala lärospel upplever att spelen påverkar elevers lärande. Studiens syfte har besvarats genom kvalitativa intervjuer, med elva matematiklärare i årskurs 4–6. Intervjusvaren har vidare analyserats med hjälp av det teoretiska ramverket RAT, samt utifrån ett sociokulturellt perspektiv. Resultatet visar att digitala lärospel är ett vanligt förekommande i dagens matematikundervisning, samt att lärare främst väljer att använda spelen i syfte att variera undervisningen och för att öka elevernas motivation. Vidare visar resultatet att lärare anser att graden av en aktiv lärarroll är en påverkansfaktor för huruvida digitala lärospel kan bidra till elevers lärande eller inte. Trots den höga användningsgraden av digitala lärospel visar resultatet att ett stort antal lärare upplever sin digitala kompetens som bristfällig, vilket de önskar förbättra. / Today we live in a digitized society, where computer games are a part of most people’s lives. Technology’s constant change, together with the large number of children who play computer games, have led to many new opportunities to integrate digital learning games in today’s mathematics education. This study aimed at increasing knowledge about which factors influence teachers’ choices to implement, or not to implement, digital learning games in their mathematics education for grades 4-6. The study also aimed at investigating teachers’ experiences of how digital learning games affect student learning. In order to answer these questions, qualitative interviews have been conducted with eleven mathematics teachers who are teaching grades 4-6. The results of the interviews have further been analyzed with the theoretical framework RAT, as well as from a sociocultural point of view. The result show that digital learning games are common in today’s mathematics education, and that teachers frequently use the games in order to vary teaching and increase student motivation. The results also show that teachers consider a teacher’s level of activity as an influencing factor for whether or not digital learning games can facilitate the student learning process. Despite teachers’ frequent use of digital learning games, the results show that many feel they lack sufficient digital skills, which almost all of them want to improve.

Die Technische Mechanik (TM) ist ein Grundlagenfach vieler Ingenieurstudiengänge. Lern- und Verständnisschwierigkeiten in diesem Bereich führen jedoch verstärkt zu schlechten Prüfungsergebnissen und Problemen im weiteren Studienverlauf (Dammann, 2016). Von Studierenden häufig benannte Hürden sind v.a. den richtigen Lösungsansatz zu finden, mangelnde Vorstellungskraft, der hohe Lernaufwand, mathematische Grundlagen, unklare Aufgabenstellung, die Komplexität des Lernstoffs sowie nachträgliches (meist selbstständiges) Aufarbeiten (Seidel, Weidle, Flagmeier, Börner & Vossler, 2019). Game-based Learning (GBL) bietet eine Möglichkeit, Studierende und Lehrende bei der Bewältigung dieser Hürden zu unterstützen. In einem spielerisch gestalteten Lernszenario können Lernprozesse auf Grundlage vorher definierter Lernziele durch narrativ-immersive, adaptive, kompetitive und/oder kooperative Elemente unterstützt werden (Le, Weber & Ebner, 2013). Der Einsatz von GBL kann sich zudem positiv auf affektive, motivationale, kognitive und sozio-kulturelle Faktoren auswirken (Plass, Homer & Kinzer, 2015). Im Kontext des Ingenieurwesens erhofft sich das hier vorgestellte Learn&Play Projekt durch die geeignete Auswahl und Gestaltung von Spielelementen eine Ansprache dieser Faktoren, sodass eine Hinwendung zum Theorie geprägten Lerninhalt und schließlich auch zum Lernen selbst stattfindet. Dabei steht die aktive Auseinandersetzung und praktische Selbsterfahrung mit den Inhalten der TM im Vordergrund, was auch zu einer Verringerung der Komplexität führen soll. [... aus der Einführung]

The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.

Denna studie utgör en didaktisk läsning av tre tv-spel inom skräckgenren, Among the Sleep (2016), Little Nightmares II (2021) samt Until Dawn (2015). Syftet är att undersöka hur dessa spel potentiellt kan länkas till litteraturen i svenskämnesundervisningen och fungera som en bro mellan medierna tv-spel och litteratur i undervisningen i gymnasieskolan. Analyserna bygger på en narratologisk läsning av materialet i ljuset av karakteristiska drag för skräckgenren som diskuteras i relation till teorier om undervisning. Analyserna visar att de analyserade tv-spelen besitter likheter med de karakteristiska drag som förekommer inom andra medieformat inom skräckgenren, däribland litteraturen. En slutsats som kan dras utifrån analyserna är att det tycks finnas potential i att nyttja tv-spelen som fiktion i litteraturundervisningen i svenskämnet för att använda de som en bro över till litteraturen, i form av gemensamma nämnare mellan medieformaten. / This study constitutes a didactical reading of three videogames within the horror genre, Among the Sleep (2016), Little Nightmares II (2021) and Until Dawn (2015). The aim is to investigate how these games potentially can be utilized to create a connection between videogames and literature within the context of education, more specific the Swedish subject in upper secondary school. The analyses are based upon a narratological reading of the videogames, through the lens of traits usually found within the horror genre, to be discussed in relation to didactical aspects. The analyses address that the videogames, within this study, occupy similarly traits as presented in other formats of media, including literature. A conclusion that can be drawn based upon the analyses is that there ought to be a potential in using the videogames as fiction to create a bridge over to the literature, more specific to use the similarities that exists between the two types of media, this within the Swedish subject at upper secondary school.

Thesis was developed as a model specification for a design of historical simulation applied in formal education. The text is divided into two main parts: The theoretical part summarizes findings about the role of new media in e-learning and its potential enrichment for gamification elements. Also mentions computer game as a research subject and points to the game mechanics that can be used in formal education to a successful application DGBL - Digital Game-Based Learning in this process. Practical part presents case study of a model specification that is based on the real project: 'Stories from the History of Czechoslovakia: Research and experimental development of software simulations to teach the history of the Czech lands in the 20th Century", solved by Faculty of Arts and Facility of Mathematics and Physics of Charles University and Institute of Contemporary History of Academy of Sciences of Czech Republic in Prague in 2011- 2014. In this section are addressed by specific examples of model applications of gamification elements with a view to achieving the educational goals of teaching simulation.

The diploma thesis is concerned with the subject of video game education. The goal of this thesis is to confirm or to disprove the following research hypothesis: "Using new media in formal education has positive or at least neutral impact on student's motivation for learning in comparsion to conventional educative methods" by using both qualitative and quantitative empirical methods. For practical research within the thesis I have chosen Czech educational digital game Europe 2045. The theoretical part introduces current use of new media in education, interactive learning and digital game-based learning and theories of motivations for learning as well as analysis of current digital game-based learning research.