490040 PS Teaching and Learning (2024S)
Gameful Design und Game-based Learning
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Th 01.02.2024 09:00 to Mo 19.02.2024 09:00
- Deregistration possible until Fr 29.03.2024 12:00
Details
max. 15 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Die Termine am 7.5. / 4.6. und 18.6. finden an folgenden Ort statt: TU Wien, Seminarraum 363, Gußhausstraße 27-29, 1040 Wien
Tuesday
12.03.
09:45 - 13:00
Seminarraum 3 Porzellangasse 4, EG05
Tuesday
09.04.
09:45 - 13:00
Seminarraum 3 Porzellangasse 4, EG05
Tuesday
23.04.
09:45 - 13:00
Seminarraum 3 Porzellangasse 4, EG05
Tuesday
07.05.
09:45 - 13:00
Ort in u:find Details
N
Tuesday
04.06.
09:45 - 13:00
Ort in u:find Details
Tuesday
18.06.
09:45 - 13:00
Ort in u:find Details
Information
Aims, contents and method of the course
Assessment and permitted materials
Note from the SPL:
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the course instructor (e.g. for individual work tasks).
---------------------Active participation during the seminar, Participation in group work and presentation of results, seminar papers.
The use of AI tools (e.g. ChatGPT) for the production of texts is only permitted if this is expressly requested by the course instructor (e.g. for individual work tasks).
---------------------Active participation during the seminar, Participation in group work and presentation of results, seminar papers.
Minimum requirements and assessment criteria
No prior technical knowledge required. Seminar and texts mostly in English language. Attendance with active participation, timely submission of the final paper and all interim papers.Attendance is compulsory for "pi" courses. Absences will only be excused in justified cases, e.g. illness (only with a doctor's certificate), conflicting examination dates, compulsory participation in an excursion, care obligations, etc. (only with confirmation).Minimum requirement:
- Compulsory attendance (see above).
- Compulsory presentations.
- Seminar paper: In order to ensure good scientific practice, the
course instructor may invite students to a grade-relevant discussion after submission of the seminar paper, which must be completed with a positive grade.Assessment criteria:
The grade is awarded subject to attendance and holding the presentations on the basis of the quality of the seminar paper(s) (specified/agreed submission deadline must be met). Active participation and the quality of the presentations can improve or worsen the grade by one grade.
- Compulsory attendance (see above).
- Compulsory presentations.
- Seminar paper: In order to ensure good scientific practice, the
course instructor may invite students to a grade-relevant discussion after submission of the seminar paper, which must be completed with a positive grade.Assessment criteria:
The grade is awarded subject to attendance and holding the presentations on the basis of the quality of the seminar paper(s) (specified/agreed submission deadline must be met). Active participation and the quality of the presentations can improve or worsen the grade by one grade.
Examination topics
there is no exam - grading is based on active participation during the seminar, participation in group work and presentation of results, seminar papers.
Reading list
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428). ACM.Donald A Schön. 1983. The Reflective Practitioner: How Professionals Think in
Action. Vol. 1. Basic Books.Andrew Stapleton. 2005. Research as design – design as research. In
Proceedings of the DiGRA 2005 Conference – Changing Views: Worlds in Play. DiGRA.Keith Trigwell. 2002. Approaches to Teaching Design Subjects: a quantitative
analysis. Art, Design & Communication in Higher Education 1, 2 (Jul 2002), 69–80.
https://doi.org/10.1386/adch.1.2.69Paul Trowler and Terry Wareham. 2008. Tribes, territories, research and teaching
enhancing the teaching-research nexus. (2008).John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through
design as a method for interaction design research in HCI. In Proceedings of the
SIGCHI conference on Human factors in computing systems. ACM, 493–502.Diego Ávila-Pesántez, Luis A. Rivera, and Mayra S. Alban. 2017. Approaches for Serious Game Design: A Systematic Literature Review. The ASEE Computers in Education (CoED) Journal 8, 3 (2017).Stephen Brookfield. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions 18, 4 (1998), 197–295.Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.J. Dewey. 1938. Logic: The Theory of Inquiry. Southern Illinois University Press.Clive L. Dym, Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer.
2005. Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education 94, 1 (Jan 2005), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.xHenrik Gedenryd. 1998. How designers work – making sense of authentic cognitive activities. Ph.D. Dissertation. Lund University.James Paul Gee. 2003. What video games have to teach us about learning and
literacy. Palgrave/Macmillan, New York.Kyle Gray, Kyle Gabler, Shalin Shodhan, and Matt Kucic. 2005. How to Prototype a Game in Under 7 Days. (Oct 2005). https://www.gamasutra.com/view/feature/130848/how_to_prototype_a_game_in_under_7_.phpThomas Hainey, Thomas M. Connolly, Elizabeth A. Boyle, Amanda Wilson, and Aisya Razak. 2016. A systematic literature review of games-based learning empirical evidence in primary education.
Computers & Education 102 (2016), 202–223. https://doi.org/10.1016/j.compedu.2016.09.001John Hattie. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.Mick Healey. 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University (2005), 14.Rami Ismail. 2014. Game A Week: Getting Experienced At Failure. (Feb 2014). http://www.gamasutra.com/blogs/RamiIsmail/20140226/211807/Game_A_Week_Getting_Experienced_At_Failure.phpDaniel Johnson, Sebastian Deterding, Kerri-Ann Kuhn, Aleksandra Staneva, Stoyan Stoyanov, and Leanne Hides. 2016. Gamification for health and wellbeing: A systematic review of the literature.
Internet interventions 6 (2016), 89–106.Fares Kayali. 2015. Educating secondary school teachers in game design and
game-based learning. In Perspectives on Art Education Symposium. De Gruyter, 59–65.Bryan Lawson. 1997. How designers think: the design process demystified. Architectural Press.Naemi Luckner and Peter Purgathofer. 2014. Explorative Design as an Approach
to Understanding Social Online Learning Tools. International Journal on Advances in Intelligent Systems 7, 3&4 (2014), 493–506.Jane McGonigal. 2011. Reality is broken: Why games make us better and how they
can change the world. Penguin.
Action. Vol. 1. Basic Books.Andrew Stapleton. 2005. Research as design – design as research. In
Proceedings of the DiGRA 2005 Conference – Changing Views: Worlds in Play. DiGRA.Keith Trigwell. 2002. Approaches to Teaching Design Subjects: a quantitative
analysis. Art, Design & Communication in Higher Education 1, 2 (Jul 2002), 69–80.
https://doi.org/10.1386/adch.1.2.69Paul Trowler and Terry Wareham. 2008. Tribes, territories, research and teaching
enhancing the teaching-research nexus. (2008).John Zimmerman, Jodi Forlizzi, and Shelley Evenson. 2007. Research through
design as a method for interaction design research in HCI. In Proceedings of the
SIGCHI conference on Human factors in computing systems. ACM, 493–502.Diego Ávila-Pesántez, Luis A. Rivera, and Mayra S. Alban. 2017. Approaches for Serious Game Design: A Systematic Literature Review. The ASEE Computers in Education (CoED) Journal 8, 3 (2017).Stephen Brookfield. 1998. Critically reflective practice. Journal of Continuing Education in the Health Professions 18, 4 (1998), 197–295.Bill Buxton. 2007. Sketching User Experiences: Getting the Design Right and the Right Design. Morgan Kaufmann Publishers Inc., San Francisco, CA, USA.J. Dewey. 1938. Logic: The Theory of Inquiry. Southern Illinois University Press.Clive L. Dym, Alice M. Agogino, Ozgur Eris, Daniel D. Frey, and Larry J. Leifer.
2005. Engineering Design Thinking, Teaching, and Learning. Journal of Engineering Education 94, 1 (Jan 2005), 103–120. https://doi.org/10.1002/j.2168-9830.2005.tb00832.xHenrik Gedenryd. 1998. How designers work – making sense of authentic cognitive activities. Ph.D. Dissertation. Lund University.James Paul Gee. 2003. What video games have to teach us about learning and
literacy. Palgrave/Macmillan, New York.Kyle Gray, Kyle Gabler, Shalin Shodhan, and Matt Kucic. 2005. How to Prototype a Game in Under 7 Days. (Oct 2005). https://www.gamasutra.com/view/feature/130848/how_to_prototype_a_game_in_under_7_.phpThomas Hainey, Thomas M. Connolly, Elizabeth A. Boyle, Amanda Wilson, and Aisya Razak. 2016. A systematic literature review of games-based learning empirical evidence in primary education.
Computers & Education 102 (2016), 202–223. https://doi.org/10.1016/j.compedu.2016.09.001John Hattie. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.Mick Healey. 2005. Linking research and teaching: exploring disciplinary spaces and the role of inquiry-based learning. Reshaping the University (2005), 14.Rami Ismail. 2014. Game A Week: Getting Experienced At Failure. (Feb 2014). http://www.gamasutra.com/blogs/RamiIsmail/20140226/211807/Game_A_Week_Getting_Experienced_At_Failure.phpDaniel Johnson, Sebastian Deterding, Kerri-Ann Kuhn, Aleksandra Staneva, Stoyan Stoyanov, and Leanne Hides. 2016. Gamification for health and wellbeing: A systematic review of the literature.
Internet interventions 6 (2016), 89–106.Fares Kayali. 2015. Educating secondary school teachers in game design and
game-based learning. In Perspectives on Art Education Symposium. De Gruyter, 59–65.Bryan Lawson. 1997. How designers think: the design process demystified. Architectural Press.Naemi Luckner and Peter Purgathofer. 2014. Explorative Design as an Approach
to Understanding Social Online Learning Tools. International Journal on Advances in Intelligent Systems 7, 3&4 (2014), 493–506.Jane McGonigal. 2011. Reality is broken: Why games make us better and how they
can change the world. Penguin.
Association in the course directory
Last modified: Mo 05.02.2024 18:47
The course Game-based Learning and Gameful Design discusses theoretical backgrounds and practical application of game-based learning and gamification, primarily in the context of school teaching but also across broader application areas. It is held in cooperation with the Human Computer Interaction Group at the Faculty of Informatics at TU Wien. Participants collaborate with technical students and engage in a `design as research' approach as they work on a series of six different practical game-based learning and gamification tasks. These tasks are tackled by mixed student groups. Preceding and following each task, there is a joint workshop session. Development will be handled by TU Wien students. No prior technical knowledge is necessary to participate in this course.Goals:
The goals of the course are:
to convey competencies in using game design as a means of knowledge construction for teaching
to understand the many potential applications of game-based learning, gameful design and gamification for schools as well as recognise their limits and pitfalls
to model real-world problems in serious game design and gamification
to understand modern iterative, agile design and development methodologies and recognise their strengths and weaknesses
to unlock creativity and learn to evaluate ideas in the context of game-based learning.Methods:
Students conceptualise, design and reflect on game-based learning and gamification applications. They also gain insights on the development, which is done by the technical students. The emphasis of the course is on different forms of sketching and prototyping design problems, ranging from analogue to digital prototypes and resulting in differentiated design insights. This also means that prototypes are meant only as a vehicle and students do not work towards a finished product. Student prototypes also engage with and feed into state-of-the-art research projects during the course.