Einblicke in die TOOLKIT Plattform: Know-How Aufbau und Ideenaustausch rund um Game Based Learning

Das Zentrum für Angewandte Spieleforschung der Donau-Universität Krems arbeitet derzeit mit ProjektpartnerInnen aus Malta und Schweden am Aufbau der TOOLKIT Plattform ( http://toolkit-gbl.com ). Ziel ist es damit einerseits Know-How zum Thema Game Based Learning aufzubauen, andererseits PädagogInnen eine Plattform zum Austausch von konkreten Unterrichtsideen rund um digitale und analoge Spiele zu bieten. Der Artikel gibt Einblicke in die Funktionen der Plattform und stellt eine konkretes Praxisbeispiel vor

Paidia und ludus im Computerspiel

Ausgangspunkt der Diplomarbeit ist das 1958 erschiene Werk „Les jeux et les hommes“ („Die Spiele und die Menschen“) des französischen Soziologen, Literaturkritikers und Philosophen Roger Caillois (1913 – 1978). Darin entwickelt er einen Spielbegriff, welcher Spiele in vier verschiedene Kategorien (agôn, alea, mimicry und ilinx) und die dabei vorgefundene Spielweise zu oder zwischen den Polen paidia und ludus einordnet. Mit ludus betitelt Caillois geregeltes, zielgerichtetes Spielen; mit dem Begriff paidia wird vor allem das freie, unkontrollierte Moment im Spiel bezeichnet. Im Rahmen der Diplomarbeit werden paidia und ludus genauer betrachtet und die Frage gestellt, in wie weit die Begriffe angemessen sind, um damit das Spielerleben von Computerspielern zu beschreiben. Ausgehend von theoretischen Abhandlungen der Autoren Frasca, Eskelinen und Tronstad, die im Bereich der Game Studies anzusiedeln sind, wird die zentrale Hypothese der Diplomarbeit entwickelt. Diese besagt, dass die Art und Weise wie Computerspiele gespielt werden, auch im Sinne von paidia verstanden werden kann. Im Gegensatz zu den genannten Autoren, deren Argumentation rein auf der Spielstruktur aufbaut, wird hier das Spielerleben der Computerspieler ins Zentrum der Betrachtung gestellt. In einer qualitativen Untersuchung werden zwei weibliche und drei männliche Computerspieler im Alter von sechzehn bis achtzehn Jahren zu ihrem Spielerleben befragt. Im Zentrum der Befragung stehen dabei die Themenfelder Phantasie, Regeln, Leistung, Freiheit, Wettbewerb, Spielziel und Emotionen. Im Anschluss der Interviews wird überprüft inwiefern sich die Aussagen der Jugendlichen zu oder zwischen den Polen paidia und ludus einordnen lassen. Dabei wird festgestellt, dass in einigen Bereichen sehr wohl auch Aspekte von paidia zum Vorschein kommen. Auch im Computerspiel bewegt sich demnach die erlebte Spielweise zwischen unkontrollierter Freiheit und unveränderbarem Regelwerk. Die Erkenntnisse der Studie werden – unter anderem in Bezug auf medienpädagogische Konzepte und der Bewertung von Computerspielen – diskutiert und weiterführende Forschungsansätze aufgezeigt.The diploma thesis is based on the book „Les jeux et les hommes“ („Man, Play and Games“), written 1958 by the French sociologist, literary critic and philosopher Roger Caillois (1913 – 1978). Caillois classifies the various kinds of play into four categories (agôn, alea, mimicry und ilinx). Furthermore he differentiates between two ways of playing: ludus and paidia which are understood as opposing poles. With ludus he describes a play, which is strictly controlled and structured by rules. Paidia stands for the unstructured and free form of play. The diploma thesis discusses these two ways of playing and analyses their potential ability to describe the experience of computer gamers. Based on papers by Frasca, Eskelinen and Tronstad, the following hypothesis will be developed: It is possible to observe paidia in the play of computer games. In contrast to the mentioned authors, whose argumentation is based on the structure of a game, the focus of the diploma thesis concentrates on the play-experience of the computer gamers. In a qualitative analysis two female and three male gamers aged from sixteen to eighteen are questioned about their experience of play. The central topics of the interviews are fantasy, rules, achievement, freedom, competition, goals and emotions. Afterwards it will be examined how statements of the interviewed persons can be classified between paidia and ludus. The observation is made that in some of the discussed topics aspects of paidia according to Caillois‟ definition are present. Therefore the way of playing computer games can be classified between the experience of unstructured freedom and a controlling body of rules and regulations. The conclusions of the study will be – among other things in reference to media education and the rating of computer games – discussed and further research approaches will be pointed out

Lessons learnt from the user journey of well-known digital games for the development of educational software

In addition to the actual core content of games, the user journey or user experience in digital games is becoming more and more important. The menu structure should be as intuitive as possible. Features that are important should be displayed to the player at the moment when the game engine assumes that access is necessary. The player should then reach the content with one tap or click. This persuasive design concept is called ‘nudging’ and is rooted in behavioural psychology. Therefore, in the design of the game environment, the viewpoint of goal orientation plays a major role. Two perspectives exist here. First, from the player's point of view: What is necessary to ensure a well-rounded game experience? The second perspective is from the producer's point of view and revolves around what do they want the player to accomplish next. Some of the top games have now also developed so-called "main menu games", which are challenges around the actual game to keep the players content and give them additional tasks that are as stimulating as possible. In this paper, the authors would like to demonstrate the above-mentioned mechanics by analysing four smash hits, namely “FIFA”, “Clash of Clans”, “Pokemon Go” and “League of Legends”, with the aim of gaining learnings for the development of digital educational software. This new form of learning software should be user-centred and offer an outstanding learning experience through optimal design and mechanics.peer-reviewe

Teaching financial literacy around the topic of games : a case study

In the last decade, various pricing models have been developed around computer games. The classic model is games that are bought at a fixed price and no further spending is necessary. However, for some of these games, there are frequent content expansions, such as new stories, available to purchase. Other games have an initial price and a subscription model. A further concept, which can be seen in well-known esports games, such as “League of Legends”, but also in mobile games, such as “Clash of Clans”, is the free2play model. Here, the game can basically be played for free, but there are in-game purchases or so-called season passes, where rewards can be earned more quickly. In all models with in-game purchases, it is always the same procedure: for real money, a further type of ingame token (for instance, jewels in Clash of Clans and “FIFA points” in FIFA) can be bought in addition to the in-game currency that can be earned by playing the game. However, it is only possible to invest money in the game, but not to convert the in-game currency into real money (although there are workarounds like using eBay or other platforms and sell the game accounts or meet in game to transfer in-game currency which has been purchased with a peer2peer FIAT transaction before). In some cases, that secondary currency, which is intended to be purchased for real money, can also be earned, but usually only very slowly and with a lot of effort while playing, which might have legal reasons, so the games cannot be blamed to fall under the gambling jurisdiction. This paper takes the esports School League Floridsdorf+ in Vienna as an example to examine how the topic of digital games and their respective around the game and in-game economy can be used to introduce students to the topic of financial literacy. This can also be facilitated to explain classic financial topics such as interest rates, inflation, deflation, savings accounts or new technologies such as blockchain in an applied and sustainable way.peer-reviewe

The use of blockchain technologies to issue and verify micro-credentials for customised educational journeys : presentation of a demonstrator

In recent years, a clear trend towards personalised learning experiences has emerged. Individual preferences are in the foreground and should be made possible, for example, through selectable choices. If these courses take place in the same educational institution, the handling of credit and the clear allocation to learning outcomes is usually possible. However, it becomes difficult when the options also extend to courses outside the main educational institution. It is even more difficult when the study opportunities occur, for example, at educational institutions abroad or at businesses with a strong focus on practice. Here, accreditation is often very difficult, dependent on the case and a painstaking process, unless it is regulated by law, for example through the Bologna Process in the case of universities. New ways in adult education go a whole step further, especially via the so-called second-chance education, when the trainee has a choice of often hundreds of possible courses at various educational and vocational institutions. However, the diploma or work permit is ultimately awarded by the authorities and not a specific university or college. This is an ideal example for the concept of micro-credentials or the possibility of partial achievements being made through various channels, whereby each of these microcredentials clearly defines the educational goal that is required and the extent to which this has been achieved by the learner. The most important factor regarding micro-credentials is a standardised form of storage, presentation, verification and approval processes. By discussing a demonstrator, this paper shows how blockchain technologies in combination with digital identities represent a feasible approach to mapping and comparing micro-credentials.peer-reviewe

Adaptive learning and assessment : from the teachers' perspective

Digital technologies have changed and continue to shape the way students interact with learning material, both in traditional and informal education. Adaptive learning methodologies offer an interesting avenue for personalized learning, whereas every individual student is presented with tailormade content, specifically based on the distinct strengths, weaknesses, goals and engagement patterns of the learner. This is intended to consolidate knowledge and ensure that learning progresses at the right time and pace. Underpinning such computer-mediated interventions, one might find simple logic, allowing the content to be adapted after short intermediate tests, up to more complex Artificial Intelligence (AI) methods, which for example, in the realm of serious games, take on the role of the teacher whom facilitates the appropriate learning experience. Such an approach is an interesting and well-meaning methodology that requires additional research and consequently should be developed further, both in terms of the supporting technology and pedagogy. For instance, with regard to the latter, the role of the teachers (and educators in general), in self-directed learning of students whilst utilizing adaptive educational applications is to be investigated. This will allow teachers to take on the role of learning companions and subsequently better estimate the student's progress and facilitate the overall learning experience. In this paper, the authors critically analyse the role of adaptive learning methodologies from the teacher’s perspective and extend this notion not only to support the learning experience itself, but also to assess it, particularly in formative and embedded ways. Furthermore, the authors take a glimpse at the future, where in a few years' time, the assessment of a teacher (through standardized testing or otherwise), will no longer be the decisive factor affecting and/or shaping the career path of a child or young adult. As such, this paper takes an explorative approach to identify the current state of play amongst educators, their expectations and fears regarding adaptive learning and assessment, through a mixed methods approach involving an online survey, followed by a focus group discussion with experts in the field.peer-reviewe

Create digital games for education : dame design as a teaching methodology

Besides the pure application of serious games as tools for knowledge transfer, a further trend has been observed in the last few years: The creation of games as an opportunity to gain practical experience and thereby also build up valuable knowledge. In this context several approaches are possible, such as using paper prototyping, game maker tools like Scratch, RPG-Maker, Construct 3 or Game Maker Studio 2, and the application of actual game engines like Unity. This contribution aims to discuss the possibility of creating games in a very specific, predefined genre using game maker tools that have been especially developed for use in an educational context and therefore offer didactic guidance. The Game Creator Tool which was developed as part of the Erasmus+ project Create Digital Games for Education (CDG4E) is presented in more depth. Using this tool, one can create decision card games inspired by the mobile game bestseller "Reigns". Within the project, the consortium created educational games in different areas such as fake news prevention and STEM education. In addition to these ready-made games, another focus was placed on using the tool itself as a teaching technique, for example to create games on a specific topic with school classes or within youth work, but also as an instrument for setting up dedicated "game jams". This contribution reports on the advantages and drawbacks of creating the tool itself by analysing qualitative and quantitative data gathered during the iterative design process of the Game Creator.peer-reviewe

Life-world oriented education in the times of the Covid-19 lockdown. Twitch.tv as pedagogical tool

The rapidly enforced lockdown and school closures in many countries have shaken up school and university life from one day to the other. Educational institutions which, due to geographical circumstances, focus on adult continuing education or are by charter defined as pilot schools, have been able to react quickly to these new circumstances. However, the majority of the traditional educational institutions seem to have had great difficulties and there was no digital teaching, learning or assessment strategy ready to be implemented. And if that wasn't already enough, a massive controversy broke out regarding which school subjects are more important than others. In particular, the Art lessons were criticized for being not important and that children should not be burdened with this "rubbish". This is of course the wrong approach, because Art in all its many facets plays an important role in the way society is defined and operates. And Art, such as music, film, books and comics, played an essential role in the Covid-19 situation and particularly during lockdown periods. Art lessons and home-schooling or distance learning, are not necessarily opposites or an antithesis. Increasingly, students are using apps in their daily life where the connection to art and cultural studies is only a click away. This conference contribution would like to put teaching through Twitch.TV up for discussion and take up the cudgels for modern Art teaching and learning.peer-reviewe

Brain iron deposits and lifespan cognitive ability

Several studies have reported associations between brain iron deposits and cognitive status, and cardiovascular and neurodegenerative diseases in older individuals, but the mechanisms underlying these associations remain unclear. We explored the associations between regional brain iron deposits and different factors of cognitive ability (fluid intelligence, speed and memory) in a large sample (n = 662) of individuals with a mean age of 73 years. Brain iron deposits in the corpus striatum were extracted automatically. Iron deposits in other parts of the brain (i.e., white matter, thalamus, brainstem and cortex), brain tissue volume and white matter hyperintensities (WMH) were assessed separately and semi-automatically. Overall, 72.8 % of the sample had iron deposits. The total volume of iron deposits had a small but significant negative association with all three cognitive ability factors in later life (mean r = −0.165), but no relation to intelligence in childhood (r = 0.043, p = 0.282). Regression models showed that these iron deposit associations were still present after control for a variety of vascular health factors, and were separable from the association of WMH with cognitive ability. Iron deposits were also associated with cognition across the lifespan, indicating that they are relevant for cognitive ability only at older ages. Iron deposits might be an indicator of small vessel disease that affects the neuronal networks underlying higher cognitive functioning. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1007/s11357-015-9837-2) contains supplementary material, which is available to authorized users

25th annual computational neuroscience meeting: CNS-2016

The same neuron may play different functional roles in the neural circuits to which it belongs. For example, neurons in the Tritonia pedal ganglia may participate in variable phases of the swim motor rhythms [1]. While such neuronal functional variability is likely to play a major role the delivery of the functionality of neural systems, it is difficult to study it in most nervous systems. We work on the pyloric rhythm network of the crustacean stomatogastric ganglion (STG) [2]. Typically network models of the STG treat neurons of the same functional type as a single model neuron (e.g. PD neurons), assuming the same conductance parameters for these neurons and implying their synchronous firing [3, 4]. However, simultaneous recording of PD neurons shows differences between the timings of spikes of these neurons. This may indicate functional variability of these neurons. Here we modelled separately the two PD neurons of the STG in a multi-neuron model of the pyloric network. Our neuron models comply with known correlations between conductance parameters of ionic currents. Our results reproduce the experimental finding of increasing spike time distance between spikes originating from the two model PD neurons during their synchronised burst phase. The PD neuron with the larger calcium conductance generates its spikes before the other PD neuron. Larger potassium conductance values in the follower neuron imply longer delays between spikes, see Fig. 17.Neuromodulators change the conductance parameters of neurons and maintain the ratios of these parameters [5]. Our results show that such changes may shift the individual contribution of two PD neurons to the PD-phase of the pyloric rhythm altering their functionality within this rhythm. Our work paves the way towards an accessible experimental and computational framework for the analysis of the mechanisms and impact of functional variability of neurons within the neural circuits to which they belong