Erfolgreiches Charakterdesign für Computer- und Videospiele

Jäger, Solveigh

doi:10.1007/978-3-658-02626-4

Cited by 3 publications

(1 citation statement)

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“…To create a permanent impression, protagonists should have names that are easy to remember, which might represent significant character traits (Novak, 2012). Identification with female characters usually is possible for both genders, as long as the characters are pictured appropriately for the given tasks, whereas identification with male characters is harder for female players (Jäger, 2013).…”

Section: Game Designmentioning

confidence: 99%

The mysterious adventures of Detective Duke: How storified programming MOOCs support learners in achieving their learning goals

Hagedorn

Serth²,

Meinel³

2023

Front. Educ.

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About 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10–16% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners.

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Section: Game Designmentioning

confidence: 99%