Investigating the mechanisms of competition within educational video games.

Autor/in	Nebel, Steve
Titel	Investigating the mechanisms of competition within educational video games.
Quelle	Chemnitz (2018), 104 Bl. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit Kumulative Dissertation, Technische Universität Chemnitz, 2018.
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
DOI	10.13140/RG.2.2.28445.41440
Schlagwörter	Spielerisches Lernen; Empirische Untersuchung; Kognition; Multimedia; Videospiel; Dissertation; Kognition; Spiel; Theorie; Videospiel; Wettbewerb; Lernspiel; Multimedia; Spiel; Interaktives Lernen; Lernspiel; Wettbewerb; Dissertation; Richtlinien; Theorie
Abstract	This thesis will provide the theoretical background, a summary, and further interpretations of three bundled papers (From Duels to Classroom Competition; The Higher the Score, the Higher the Learning Outcome; and Leaderboards within Educational Video Games) published within acknowledged peer-reviewed journals (Computers in Human Behavior; Computers & Education). In the synopsis, the experimental explorations of the competitive mechanisms within educational video games will be described, and the resulting insights will be summarized and interpreted. For this, the research field, the methodological approach, and the most influential theories will be presented. In this way, the mechanic of competition will be further broken down, and its influences on learning, cognitive strains, efficiency, and further connections to concepts like emotions or goal orientations will be explored. More pragmatically, the summarized research demonstrates a valuable approach to investigating the complex media of educational video games (or serious games; game-based learning). Thus, the results do not provide deeper insight into only one specific mechanic and its influences on the learning processes but also an example of theory - driven experimental research seeking to provide generalizable results. Furthermore, in outlining this larger context, the synopsis itself obtains scientific value in addition to the insights within the already published independent publications. This is further enhanced by the inclusion of previously unpublished analyses and the concluding discussion of overarching implications, limitations, and future directions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4