Universität Wien FIND

490061 PS Teaching and Learning (2019S)

Gameful Design und Game-based Learning

5.00 ECTS (2.00 SWS), SPL 49 - LehrerInnenbildung
Continuous assessment of course work

Details

max. 15 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

Thursday 14.03. 09:45 - 12:15 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 14.03. 13:15 - 15:45 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 28.03. 09:45 - 12:15 Seminarraum 7 Sensengasse 3a 2.OG
Thursday 28.03. 13:15 - 15:45 Seminarraum 7 Sensengasse 3a 2.OG
Thursday 11.04. 09:45 - 12:15 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 11.04. 13:15 - 15:45 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 09.05. 09:45 - 12:15 Seminarraum 7 Sensengasse 3a 2.OG
Thursday 09.05. 13:15 - 15:45 Seminarraum 7 Sensengasse 3a 2.OG
Thursday 23.05. 09:45 - 12:15 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 23.05. 13:15 - 15:45 TU Wien, Bibliothek der Human Computer Interaction Group, Argentinierstraße 8, 2. Stock, 1040 Wien
Thursday 13.06. 09:45 - 12:15 Seminarraum 7 Sensengasse 3a 2.OG
Thursday 13.06. 13:15 - 15:45 Seminarraum 7 Sensengasse 3a 2.OG

Information

Aims, contents and method of the course

Contents:
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.

Assessment and permitted materials

Active participation during the seminar, Participation in group work and presentation of results, seminar paper.

Minimum requirements and assessment criteria

mandatory attendance, punctual submission of group work and seminar thesis

Examination topics

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.1.2.69

Paul 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.x

Henrik 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_.php

Thomas 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.2016.09.001

John 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.php

Daniel 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: Tu 02.07.2019 10:28