Gamification Design Elements in Business Education Simulations

Reiners, Torsten; Wood, Lincoln C.; Gregory, Sue; Teräs, Hanna

doi:10.4018/978-1-4666-5888-2.ch298

Cited by 21 publications

(19 citation statements)

References 21 publications

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“…The acquisition of problem-solving skills through hands-on B culture in which it is For this reason, they recommend that learning should be embedded in an authentic situation. Reiners et al (2015) describe authentic education environments where practices and actions replicate those found in true-to-life situations, forcing learners to Authenticity is a critical element of professional educatio vocational practice and their continuing professional development (Eraut, 2002). Reiners et al (2015) summarise the dimensions of an authentic learning strategy as follows:…”

Section: Game-based Professional Education and Trainingmentioning

confidence: 99%

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

Pappa¹,

Papadopoulos²

2019

EJEL

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Lifelong learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform lifelong learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education in lifelong learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in U P E C L-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-L deep and meaningful learning.

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Section: Game-based Professional Education and Trainingmentioning

confidence: 99%

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

Pappa¹,

Papadopoulos²

2019

EJEL

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“…Mit der Hoffnung, auch das Lernen motivierender zu gestalten, zog 2011 Gamebased Learning in die Lehr-und Lerntrends der Horizon Reports ein. Ein Trend, der sich in den Folgejahren zunehmend in Richtung Gamification veränderte (Kapp 2012, Kapp/Blair/Mesch 2014, Reiners/Wood 2015. Statt Spiele für das Lernen zu entwickeln, erschien es vielversprechender, spielfremde Kontexte mit spielerischen Elementen anzureichern -sie zu gamifizieren.…”

Section: Spiel Hat Eigene Spielregelnunclassified

Künstliche Intelligenz in der Hochschulbildung

2023

Hochschulbildung: Lehre Und Forschung

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Der Einsatz von Künstlicher Intelligenz erfährt in hochschuldidaktischen Kontexten wachsendes Interesse. Durch individualisierte Lernwege ergeben sich für Studierende und Dozierende neue Lern-Lehr-Möglichkeiten. Der Band befasst sich jedoch auch mit den daraus resultierenden Gefahren: Es sind Demarkationslinien zu ziehen, wenn es um Datenschutz oder ethische Bedenken geht. Die Autor*innen des Bandes nehmen verschiedene Sichtweisen ein, um eine multidisziplinäre Betrachtung der neuen Problemstellungen, die die Anwendung von KI im Hochschulkontext mit sich bringt, zu ermöglichen.

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“…We are interested in using resource contribution games in problems of gamification. Gamification refers to the broad application of game-design techniques in contexts that do not otherwise present game-like features [41]. Gamification aims at incentivizing an intended behavior by introducing rewards for specific tasks.…”

Section: Related Workmentioning

confidence: 99%

Existence and Verification of Nash Equilibria in Non-Cooperative Contribution Games with Resource Contention

Troquard

2023

Preprint

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In resource contribution games, a class of non-cooperative games, the players want to obtain a bundle of resources and are endowed with bags of bundles of resources that they can make available into a common for all to enjoy. Available resources can then be used towards their private goals. A player is potentially satisfied with a profile of contributed resources when his bundle could be extracted from the contributed resources. Resource contention occurs when the players who are potentially satisfied, cannot actually all obtain their bundle. The player’s preferences are always single-minded (they consider a profile good or they do not) and parsimonious (between two profiles that are equally good, they prefer the profile where they contribute less). What makes a profile of contributed resources good for a player depends on their attitude towards resource contention. We study the problem of deciding whether an outcome is a pure Nash equilibrium for three kinds of players’ attitudes towards resource contention: public contention-aversity, private contention-aversity, and contention-tolerance. In particular, we demonstrate that in the general case when the players are contention-averse, then the problem is harder than when they are contention-tolerant. We then identify a natural class of games where, in presence of contention-averse preferences, it becomes tractable, and where there is always a Nash equilibrium.

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Gamification Design Elements in Business Education Simulations

Cited by 21 publications

References 21 publications

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

A Use Case of the Application of Advanced Gaming and Immersion Technologies for Professional Training: The GAMEPHARM Training Environment for Physiotherapists

Künstliche Intelligenz in der Hochschulbildung

Existence and Verification of Nash Equilibria in Non-Cooperative Contribution Games with Resource Contention

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