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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


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


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


Lerntheorie 1

Lerntheorie n

Lerntheorie 2 Serious Games

Motivationstheorie 1

Motivationstheorie n

Gamification Motivationstheorie 2

Verwandte Arbeiten Forschungslücke / Idee des Beitrags


„Game-based Learning and Motivation (GBLAM)“


Motivationstheorie n


Lerntheorie 1

Lerntheorie n

Lerntheorie 2

Theoretische Grundlage für die Erstellung von Serious Games, die zu effektivem Lernen motivieren.

Forschungsfragen


RQ1: How do games and game elements facilitate learning and motivation?

RQ2: How can theory frame the design of game-based learning and motivation?


Ansatz zur Beantwortung der Forschungsfragen Forschungsmethode: Literaturstudie


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)


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


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


Identifizierte Theorien in der Stichprobe


Insgesamt 28 Theorien identifiziert, davon 6 Theorien mit 3 oder mehr Nennungen.

Verbindungen zwischen den Theorien und GBLAM Flow Theory of Motivation (Csikszentmihalyi 1991)


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)


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)


Competence

Autonomy

Relatedness

Intrinsic Motivation

Verbindungen zwischen den Theorien und GBLAM Self-determination Theory (Ryan & Deci 2000)


„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)


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)


„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)


Verbindungen zwischen den Theorien und GBLAM Goal-Setting Theory (Locke & Latham 2002)


„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)


Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Verbindungen zwischen den Theorien und GBLAM Bloom‘s Taxonomy (Anderson & Krathwohl 2001)


„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


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


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.


E

x

p

l

a

n

a

n

s

Gestaltungsvorschlag Exemplarische Gestaltungsrichtlinien


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


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


Limitationen und Ausblick Erweiterung des Beitrags


Theorie 1 Theorie 2 Theorie n

…

„Unified Theory of Game-based Learning and Motivation“


Es gibt nichts Praktischeres als eine gute Theorie.

- Kurt Lewin, Sozialpsychologe

Kontakt


Visitenkarte

Christian K. Grund UNIVERSITÄT AUGSBURG

(0821) 598 - 3908

[email protected]

Literaturnachweise (1/2)


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


Literaturnachweise (2/2)


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

und management support - uni-augsburg.de · bloom‘s taxonomy (anderson & krathwohl 2001)...

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