Genuine Forschungsdesigns zum Thema Social Presence in spielbasierten Lernumgebungen lagen bisher noch nicht im Fokus der Wissenschaft oder entsprechenden Forschungs‐ und Entwicklungsabteilungen der Hersteller von Game-Based-Learning-Software. Die vorhandenen Untersuchungen zu diesem Themenkomplex bezogen sich bislang entweder auf Social Presence in Computerspielen oder auf Social Presence in virtuellen Lernumgebungen, die nicht als Spiel umgesetzt worden sind. Spiel und Lernen wurden also bereits getrennt voneinander auf Social Presence untersucht, aber beide Konzepte empirisch noch nicht hinreichend zusammengebracht. Zukünftige Projekte müssen versuchen, diese Aspekte zu integrieren, um die Bedeutung von Social Presence im Kontext des spielbasierten Lernens valide einordnen zu können. Nachfolgend werden als Einführung zunächst Konzepte und Ergebnisse aus den Bereichen Social Presence im Videospiel und Social Presence beim Lernen vorgestellt, um im Anschluss daran erste Implikationen für die Gestaltung von GBL-Umgebungen abzuleiten.

This dissertation investigates whether video games are able to affect players' attitudes and information behaviour towards depicted historical topics in games over the short- and long-term. We collected data from a sample of 148 young adults. As far as we know, there is currently no study of such a scale focused on historical games. We used, as an intervention tool, a modification of the serious game Czechoslovakia 38-89: Borderlands that deals with the expulsion of the Sudeten Germans from the former Czechoslovakia after WWII. The game is based on historical research providing players with multiple perspectives on the depicted topics. Our control group played a similar game, but where the narrative was unrelated to any depicted historical event from Czechoslovakia 38-89: Borderlands. In the empirical part of the study, we measured explicit and implicit attitude change and information behaviour change towards the expulsion of the Sudeten Germans. Results showed more negative pretest-posttest explicit attitude changes towards the expulsion on a general level (d = -0.34; p = .022) and a specific level (d = -0.53; p = .001) in the experimental group compared to the control group. Over the long-term, group differences in attitude change remained significant for the specific level (d = -0.44; p = .014),...

Game-based Learning (GBL), Gamification und Serious Games werden im heutigen Bildungs- und Wissensmanagement immer prominenter und es ist wichtig, so viele Menschen wie möglich zu motivieren, sich lange Zeit mit einer Anwendung auseinanderzusetzen (Finster, Eckardt, & Robra-Bissantz, 2018). In den letzten Jahren sind verschiedene Forschungsansätze in den Bereichen Persönlichkeit, Spielertypen und Spieldesign entstanden und es gibt theoretische (Ferro, Walz, & Greuter, 2013) sowie empirische Studien (Monterrat, Desmarais, Lavoue, & George, 2015). Ihr Ziel ist es, einen Weg zu finden, um motivierendere und befriedigendere Spiel(-ähnliche) Erfahrungen zu gestalten. Die Forschung zum personalisierten Spieldesign von Gamification, aber auch im GBL, steht noch an den Anfängen. Bisherige Veröffentlichungen sind meistens theoretisch, zum Beispiel mit dem Schwerpunkt auf der Identifizierung verschiedener Persönlichkeitsmerkmale oder Präferenzen für die Personalisierung (Tondello, Orji, & Nacke, 2017). In diesem Beitrag wird daher empirisch der Zusammenhang der drei Komponenten Persönlichkeit, Spielertypen und Spielelemente untersucht. [...aus der Einleitung]

This study explored undergraduate and graduate students' attitudes toward the pleasurability of educational gamification in online learning environments. The study is a sequential explanatory mixed-methods research that investigated students' attitudes quantitatively, then qualitatively. In the quantitative phase, an online survey, the Pleasurable Learning Experiences scale (PLLEXs), was administrated at one of the largest public southwestern universities in the U.S. (N = 119). The qualitative phase involved conducting eight semi-structured interviews with selected participants. The PLLEXs uses a 4-point Likert scale that encompasses 4 subscales: (a) Preferences for Instructions, (b) Preferences for Instructors' Teaching Styles, (c) Preferences for Activities, and (d) Preferences for Learning Effectiveness. A series of analyses of variances (ANOVAs) were used to identify predictors of students' overall attitudes toward educational gamification. The main findings were: (a) students had strong preferences toward educational gamification with Preferences of Instructions rated the highest subscale and Preferences for Activities rated the lowest subscale, (b) major was a statistically significant predictor of students' attitudes toward educational gamification, (c) international students had statistically significant lower preferences toward educational gamification compared with U.S. domestic students, (c) online learning experiences measured by the number of previous online courses and the number of hours spent weekly on computers for academic-related work were statistically significant predictors of students' attitudes toward educational gamification, (d) instructor's feedback was the most important aspect and online collaboration was the most challenging aspect in online learning environments, and (e) the use of multimedia in LMSs can support or hinder teaching and learning activities.

This dissertation considers digital games and simulations as complex systems of information representation and explores their specific aspects influencing the process of knowledge acquisition. It focuses on process of mental model creation, information behavior and situational emotional and cognitive engagement. The methodological approach is grounded in variety of disciplines including information science, educational science, new media studies and computer science. The main method used is educational experiment. The use of digital game-based and non-digital game-based educational intervention is compared to similar program based on traditional schooling methods and classic lectures. The experiment outcomes are divided into four large segments exploring influence of digital games on process of mental models creation, motivation for future information behavior, situational emotional experience and social interaction.

Tesis por compendio / [ES] Esta tesis tiene como objetivo promover la colaboración entre profesores de L2, profesionales de las Tecnologías de la Información y estudiantes de L2 que abordan la tecnología del siglo XXI con una mentalidad digital. Específicamente, busca proporcionar soluciones prácticas para la memorización y el compromiso eficientes del vocabulario SL/LE/L2 mediante el uso mnemónico de memoria espacial y entornos inmersivos. Metodológicamente cuenta con la recopilación de datos numéricos analizados estadísticamente y con la exploración subjetiva compartida por los participantes. El texto es un compendio de artículos publicados que destacan diferentes aspectos del contenido de la tesis. El autor tuvo en mente una pregunta común para los estudios cuantitativos: si el enfoque experimental demostraría resultados estadísticamente significativos en comparación con las técnicas de control donde las preguntas abiertas eran la base para las investigaciones cualitativas. Además, se utilizaron encuestas para obtener opiniones en un formato estandarizado. Todos los estudios realizados demostraron la efectividad de la espacialización mnemotécnica en combinación con AR, VR y dentro de un videojuego exploratorio, y reunieron información valiosa de los participantes individuales. Investigaciones complementarias confirmaron la predilección de los estudiantes por cursos personalizados y la necesidad de innovaciones didácticas. / [CA] Aquesta tesi té com a objectiu promoure la col·laboració entre professors de L2, professionals de les Tecnologies de la Informació i estudiants de L2 que aborden la tecnologia del segle XXI en una mentalitat digital. Específicament, persegueix proporcionar solucions pràctiques per a la memorització i el compromís eficients del vocabulari SL/L1/L2 mitjançant l'ús mnemònic de memòria espacial i entorns immersius. Metodològicament compta amb la recopilació de dades numèriques analitzades estadísticament i amb l'exploració subjectiva compartida pels participants. El text és un compendi d'articles publicats que destaquen diferents aspectes del contingut de la tesi. L'autor va tindre en ment una pregunta comuna per als estudis quantitatius: si l'enfocament experimental demostraria resultats estadísticament significatius en comparació a les tècniques de control on les preguntes obertes eren la base per a les investigacions qualitatives. A més, es van utilitzar enquestes per a obtenir opinions en un format estandarditzat. Tots els estudis realitzats van demostrar l'efectivitat de l'espacialització mnemotècnica en combinació amb AR, VR i dins d'un videojoc exploratori, i van reunir informació valuosa dels participants individuals. Investigacions complementàries van confirmar la predilecció dels estudiants per cursos personalitzats i la necessitat d'innovacions didàctiques. / [EN] This thesis is aimed at promoting collaboration among L2 teachers, IT professionals, L2 students tackling 21st century technology, and the modern digitally minded public. Specifically, it seeks to provide practical solutions for efficient SL/FL/L2 vocabulary memorisation and engagement via the use of visuospatial mnemonics in immersive environments. Methodologically it counts on a collection of numerical data analysed statistically and by exploring a subjective perspective shared by the participants. The manuscript is a compendium of published papers that highlight different aspects of the thesis content. The author kept in mind a common question for quantitative studies which was if the experimental approach would demonstrate statistically significant results in comparison to control techniques while open-ended questions were the base for qualitative inquiries. In addition, surveys were used to obtain opinions in a standardized format. All the studies conducted both demonstrated the effectiveness of mnemonic spatialization in combination with AR, VR and within an explorative videogame, and collected valuable insights from individual participants. Supplementary research confirmed students' predilection for tailor-made courses and the need for didactic innovations. / Larchen Costuchen, A. (2023). Spatial Mnemonics for L2 Vocabulary Recall. Customized Training for 21st Century Students [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/195731 / Compendio

No description available.

No description available.

遊戲式學習已被證實能夠有效提升學習者的學習成效，而遊戲的愉悅度是否設計得越強烈，對學習成效越有幫助，是個值得探索的問題。此外，遊戲過程中，有哪些遊戲設計要素能夠影響學習成效，同時讓學習者在遊戲中亦能夠感到趣味性，進而達到學習目標，值得我們關切。再者，學習的專注力及情緒在學習型遊戲設計中，也是必須納入考量的面向。因此，本研究分別探討兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，對於學習者學習成效、專注力、放鬆度及單字記憶保留上的影響。 本研究以馬祖高中高三的36位學生為研究對象，根據英語字彙前測成績及性別將其隨機分派至兩款在遊戲設計要素上具有顯著差異的英文單字學習APP，進行四週的英語字彙學習。結果顯示遊戲設計要素較低的組別的學習者，在英文單字學習成效、單字記憶保留上的成效均顯著優於遊戲設計要素較高組別學習者，同時放鬆度亦較高，而專注度不如遊戲設計要素較高的組別，且各依變項間彼此有顯著的正相關。此外，本研究亦進一步證實性別差異存在於不同遊戲設計要素的英語字彙學習APP中，在遊戲設計要素較低的英文單字學習APP中，發現女性學習者擁有顯著較優的英語字彙學習成效及記憶保留度。而本研究也發現「符合程度的挑戰性」為設計遊戲式英文單字學習APP時最需要重視的遊戲設計要素。 綜上所述，本研究證實相較於遊戲設計要素較高的高刺激性英文單字學習APP，遊戲設計要素較低的低刺激性英文單字遊戲APP對於學習成效、單字記憶保留上具有較正面的效應。此一結果顯示像英語字彙學習這樣的認知型學習，在遊戲設計上並不適合納入刺激性較高的遊戲設計要素。此外，對遊戲設計者來說，未來設計英文單字遊戲學習APP時，亦應將性別差異納入設計考量，同時儘可能在遊戲娛樂性及教育性中取得平衡。 / Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively. A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs. In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.

The rise of digital technology has transformed nearly every part of our daily lives, including the way we learn and memorize. Such transformations raise interesting questions for one of the most long-standing and demanding memorization tasks in the world: the memorization of the Islamic holy book, The Qur’an. For Muslims, The Qur’an is a timeless, sacred text, cradling within its covers many profound images, stories, and parables. Despite rigorous research in the fields of game design and memorization techniques, very little work has been done in combining these two areas of research to create a game-based memorization experience of The Quran. This thesis synthesizes game design elements with existing memorization techniques to foster a more engaging, enriching, and inspiring Qur’an memorization experience.