The purpose of incorporating digital educational games in educational settings is to engage the students' desire to learn. The aim of the syllabus for upper secondary school, as expressed by Skolverket (2011) is to support the students for lifelong learning and in order to do so, motivation is needed. However, a problematic gap can be found between “games” and “formal education” which are two different concepts which cross paths in this study. One path shows the foundation of the Swedish steering documents, and the other displays the motivational aspects of implementing digital educational games in educational settings. This qualitative research uses questionnaire surveys with structured questions and semi-structured follow-up interviews via email in order to examine to what degree digital educational games can be implemented in the English 6 classroom. It investigates the effectiveness of digital educational games in regard to English teaching and teachers’ attitudes and beliefs. The results display different approaches teachers could take when incorporating digital educational games in their classroom but also show significant factors such as teachers' experiences in the digital classroom. The research concludes that digital educational games can be used to encourage student motivation and in the teaching practices of upper secondary school teachers in Malmö. This is therefore an important area that should be further researched to ensure that teachers receive sufficient guidance and experience for using digital educational games in the English classroom.

En empirisk studie med syfte att undersöka likheter och skillnader mellan hur flickor och pojkar arbetar i digitala lärspel i matematik samt om lärare har genusglasögon på sig i matematikundervisning med digitala lärspel. Genom klassrumsobservationer och lärarintervjuer har data samlats in som sedan analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att elever tycker att det är roligt att arbeta med matematiska digitala lärspel. Men att flickor och pojkar arbetar och uttrycker sig olika under arbetets gång. Generellt tar pojkar mer plats i klassrummet och flickor är osäkra. Det visade sig även att lärare inte har genusglasögon på sig utan att de ser eleven som individ trots att lärare även säger att pojkar är mer tävlingsinriktade och att flickor följer instruktioner. Studien visar att lärare spelifierar sin matematikundervisning och använder digitala lärspel som ett spelbaserat lärande. I diskussionen lyfts problemet fram med skillnaderna som finns mellan hur flickor och pojkar arbetar i digitala lärspel i matematik och vikten av att lärare tar på sig genusglasögonen för att förlegade traditionella normer inom matematikämnet inte ska leva vidare. / An empirical study with the aim of investigating similarities and differences between how girls and boys work in digital learning games in mathematics and whether teachers wear gender glasses in mathematics teaching with digital learning games. Through classroom observations and teacher interviews, data was collected and analyzed from a socio-cultural perspective. The result shows that students find working with mathematical digital learning games fun. But girls and boys work and express themselves differently during the lecture. Boys generally take up more space in the classroom, and girls are insecure. It also turned out that teachers do not wear gender glasses but see the student as an individual. Even though teachers also say that boys are more competitive and that girls follow instructions. The study shows that teachers use gamification in their mathematics teaching and use digital learning games as game-based learning. In the discussion, the problem is highlighted by the differences that exist between how girls and boys work in digital learning games in mathematics and the importance of teachers putting on gender glasses so that outdated traditional norms in the subject of mathematics will not live on.

Digitala spel i dagens samhälle blir allt vanligare och har de senaste åren börjat användas inom utbildning och undervisning runt om i världen. Att använda spel och teknologi inom en utbildning har både positiv och negativ påverkan på eleverna så väl som skolan. Teknikens positiva delar leder till en ökad motivation och engagemang bland eleverna men kan samtidigt leda till mer negativa delar, till exempel social isolering, dyra kostnader eller en distraktion som kan leda till att det påverkar andra kurser inom utbildningen negativt. Denna rapport syftar till att vara ett stöd vid val av utbildningsverktyg som ska användas i syfte för Game Design Based Learning (GDBL). Detta stöd består av en utvärderingsmodell som kan användas av exempelvis lärare som vill tillämpa GDBL i sin utbildning. Arbetet har utförts med stöd av forskningsstrategin design och skapande, där utvecklingen och framtagandet av en artefakt har skett. Utvärderingsmodellen har utformats med hjälp av den aktuella forskningsstrategin. Datainsamlingen för arbetet har skett genom sökning efter utbildningsverktyg, bland annat, på sökmotorn Google Search tillsammans med relevanta termer för arbetet, till exempel drag & drop. Vid tillämpning av GDBL samt valet av utbildningsverktyg gäller det att ta hänsyn till både de möjligheter som GDBL ger men även de negativa risker som finns. Utvärderingsmodellen har också testats på fem olika utbildningsverktyg för att validera utvärderingsmodellen. Dessa fem utbildningsverktyg är Scratch, Kodu Game Lab, Kahoot, Quizizz och Twine. Slutligen kom vi fram till att två av utbildningsverktygen passar bäst i ett utbildningssyfte. Dessa var Kahoot och Quizizz som är simpla frågesportsspel, det vill säga att dessa inte kräver utbildning eller programmering för att användas inom en undervisning. Detta baserades på ett påhittat scenario vilket var att hitta ett utbildningsverktyg för ett program som inriktar sig på grafisk design. / Digital games in today's society are becoming more common and have in the past few years been used in education and teaching around the world. Using games and technology in an education has both positive and negative impact on the students as well as the school. The positive aspects of technology lead to increased motivation and commitment among the students, but at the same time can lead to more negative factors, such as social isolation, expensive costs or a distraction that may adversely affect other courses in education. This report aims to be a support in selecting educational tools to be used for Game Design Based Learning (GDBL). This support consists of an evaluation model that can be used, for example, by teachers who wish to apply GDBL in their education. The work has been carried out with the support of the research strategy design and creation, where the development and the production of an artefact has taken place. The evaluation model has been designed using the current research strategy. The data collection for the work has been done by searching for training tools, including the search engine Google Search, along with relevant terms for the work, such as drag & drop. When applying GDBL and the choice of training tools, it takes into account both the opportunities offered by GDBL, but also the negative risks that exist. The evaluation model has also been tested on five different training tools to validate the evaluation model. These five training tools are Scratch, Kodu Game Lab, Kahoot, Quizizz and Twine. Finally, we found that two of the training tools are the most suitable for educational purposes. These were Kahoot and Quizizz, which are simple quiz games, that is, they do not require education or programming to be used in a classroom. This was based on an established scenario, which was to find a training tool for a program that focuses on graphic design.

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.

A bifunctional imidazolium linker was used for the production of highly crosslinked element organic frameworks by Suzuki-coupling with tetrafunctional boronic acids. The resulting porous materials are good heterogeneous organocatalysts in the N-heterocyclic carbene-catalyzed conjugated umpolung of α,β-unsaturated cinnamaldehyde. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich.

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 report examines how games can be used to communicate and teach complex system structures. In collaboration with the total defence research institute, a game is being developed to introduce operational analysts to the Swedish total defence. The target group for the game lacked both experience in systems thinking and total defence, which is why the game was considered a good method to test. The study has a design science research approach and used Arnold and Wade's systems thinking matrix as the basis for the game's learning objectives. The development of the game is largely based on methodology taken from serious gaming, war games and game pedagogy. The result of the studies was that a number of points of interest for game development linked to complex systems are identified. Among other things, the result strengthened the idea of ​​using games as an educational tool. The study also demonstrated certain difficulties with games and complex systems, where sometimes challenges were connected to creating a game that fairly depicts even the hidden relationships within a system.

Obesity and obesity-related diseases – such as type 2 diabetes – have become the most crucial indicators of population health in the 21st century. Formerly understood as ‘diseases of affluence’, obesity is now prevalent in the Global South posing serious risk to socioeconomic development. This is particularly true for rapidly developing countries where nutrition transitions are most apparent. There are many factors which impact on risk of obesity (e.g. gender, culture, environment, socioeconomic status, biological determinants). The problem is further aggravated within small island developing states where food security is exacerbated by factors associated with globalization and development. The thesis examines the surge of obesity and type 2 diabetes within Caribbean populations, using Barbados as a case study. A holistic approach was applied using an ecological health model. Moving away from the lifestyle model, the theoretical framework underpinning included sub-theories (e.g. social constructivism, feminism, post-colonial theory, concepts of memory and trauma).

Obesity and obesity-related diseases – such as type 2 diabetes – have become the most crucial indicators of population health in the 21st century. Formerly understood as ‘diseases of affluence’, obesity is now prevalent in the Global South posing serious risk to socioeconomic development. This is particularly true for rapidly developing countries where nutrition transitions are most apparent. There are many factors which impact on risk of obesity (e.g. gender, culture, environment, socioeconomic status, biological determinants). The problem is further aggravated within small island developing states where food security is exacerbated by factors associated with globalization and development. The thesis examines the surge of obesity and type 2 diabetes within Caribbean populations, using Barbados as a case study. A holistic approach was applied using an ecological health model. Moving away from the lifestyle model, the theoretical framework underpinning included sub-theories (e.g. social constructivism, feminism, post-colonial theory, concepts of memory and trauma).

Obesity and obesity-related diseases – such as type 2 diabetes – have become the most crucial indicators of population health in the 21st century. Formerly understood as ‘diseases of affluence’, obesity is now prevalent in the Global South posing serious risk to socioeconomic development. This is particularly true for rapidly developing countries where nutrition transitions are most apparent. There are many factors which impact on risk of obesity (e.g. gender, culture, environment, socioeconomic status, biological determinants). The problem is further aggravated within small island developing states where food security is exacerbated by factors associated with globalization and development. The thesis examines the surge of obesity and type 2 diabetes within Caribbean populations, using Barbados as a case study. A holistic approach was applied using an ecological health model. Moving away from the lifestyle model, the theoretical framework underpinning included sub-theories (e.g. social constructivism, feminism, post-colonial theory, concepts of memory and trauma).