Learning and teaching with video games: Toward theoretical progress and educational practice

Learning with video games has been related to several beneficial educational effects, indicating that teaching with video games could also be a promising teaching approach to foster student learning. However, more theoretical guidance and more insights from educational practice are needed to better evaluate potentials of learning and teaching with video games. Therefore, this dissertation presents a reference framework that aims to support theoretical progress in the field of e-learning and the general workflow of e-learning projects (Article 1). Then, with a focus on educational practice and teaching with video games, three field studies were conducted that illustrate how video games could be integrated into two different educational contexts. The results of these studies show that teaching with video games can foster students’ dance skills (Article 2) and reflection processes (Article 3). Considering that teachers decide whether they teach with video games, pre-service teachers were surveyed to examine their intention to teach with digital games in their future school teaching (Article 4). The results indicate that teachers’ intention to teach with video games is related to a small set of key personal characteristics that could be specifically considered in teacher education. Given pandemic restrictions, it was also outlined how video games could provide educational experiences at home and foster physical and mental health (Article 5). In addition, findings from experimental studies show that mobile learning with quiz apps can benefit student learning in terms of cognitive and metacognitive outcomes (Article 6). Overall, this dissertation emphasizes the relevance of theoretical progress and illustrates how learning and teaching with video games can be effective in educational practice

Commercial exergames for rehabilitation of physical health and quality of life: a systematic review of randomized controlled trials with adults in unsupervised home environments

BackgroundCommercial exergames are widely available tools that can support physical rehabilitation at home. However, the effects of the unsupervised use of commercial exergames in home environments are not yet clear. Hence, we provide a systematic review on the effects of unsupervised commercial exergaming at home on adults' physical health (RQ1) and quality of life (RQ2). We also scrutinize adults' experiences with exergaming at home regarding participant support, adherence, and adverse outcomes (RQ3).MethodsWe searched Web of Science, PsycINFO, PubMed, Embase, and CINAHL for peer-reviewed randomized controlled trials with adults in need of rehabilitation. Overall, 20 studies (1,558 participants, 1,368 analyzed) met our inclusion criteria. The quality of evidence was assessed with the Cochrane risk of bias tool.ResultsEffects of unsupervised commercial exergaming at home on physical health were higher in seven studies and similar in five studies regarding the respective comparison or control conditions; eight studies reported non-significant findings. Of the 15 studies that also examined effects on quality of life, improvements were higher in seven studies and similar in two studies regarding the respective comparison or control conditions; results were non-significant in six studies. Participant support consisted of setup of the exergaming system, instructions, training, and contact with participants. Adherence was high in eight studies, moderate in six studies, and low in one study. Adverse outcomes related to exergaming were found in four studies and were at most moderate. Concerning the quality of evidence, six studies were related to a high risk of bias due to outcome reporting bias or ceiling effects in the primary outcome. Additionally, 10 studies yielded some concerns, and four studies were related to a low risk of bias.DiscussionThis systematic review summarizes promising evidence that the unsupervised use of commercial exergames can support and complement rehabilitation measures in home environments. Still, future studies based on larger samples and using more recent commercial exergames are needed to obtain more high-quality evidence on the effects of different exercise prescriptions. Overall, considering the necessary precautions, the unsupervised use of commercial exergames at home can improve the physical health and quality of life in adults with needs for physical rehabilitation.Systematic review registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022341189, identifier: PROSPERO, Registration number: CRD42022341189

Mobiles Lernen sichtbar machen. Potenziale von mobilem Eye-Tracking für die Gestaltung lernwirksamer Lernräume

Technologischer Fortschritt beeinflusst das Lehr- und Lernverhalten in physischen und digitalen Lernräumen. Besonders mobile Endgeräte ermöglichen aktives, mobiles, gemeinschaftliches sowie orts- und zeitunabhängiges Lernen. Aktives Lernen steht im Vergleich zu frontaler Lehre oft in Zusammenhang mit höherem Lernerfolg. Während bei frontaler Lehre größtenteils Lehrpersonen die visuelle Aufmerksamkeit der Lernenden beeinflussen, agieren Lernende bei mobilem Lernen eigenständig in Lernräumen und interagieren mit Lehrenden, Lernenden und Technologien. Welche Rolle die visuelle Aufmerksamkeit beim mobilen Lernen in physischen (z. B. in Klassenräumen) und in digitalen Lernräumen (z. B. in virtuellen Umgebungen) genau spielt, lässt sich mittels mobilem Eye-Tracking erforschen. So kann man schließlich zentrale Fragestellungen zu Pädagogik, Raum und Technologie genauer beantworten und Lernräume lernwirksamer gestalten. (DIPF/Orig.

Online learning during the Covid-19 pandemic: How university students’ perceptions, engagement, and performance are related to their personal characteristics

This dataset belongs to the following article: Kaspar, K., Burtniak, K., & Rüth, M. (2023). Online learning during the Covid-19 pandemic: How university students’ perceptions, engagement, and performance are related to their personal characteristics. Current Psychology. https://doi.org/10.1007/s12144-023-04403-