5. Abschlussreflexion
Aufgabe 10:
Nachdem Sie sich nun mit den Grundlagen spielerischen Lernens, dessen Potenzialen und Herausforderungen sowie mit möglichen Strategien bei der Umsetzung im VA auseinandergesetzt haben, schauen Sie sich unten noch einmal Ihre Antwort der Anfangsreflektion an und ergänzen Sie Ihre Stichpunkte basierend auf der Lerneinheit:
a) Welche Gründe gibt es aus Ihrer Sicht, Spiele (speziell Escape Games) im Unterricht und im VA einzusetzen?
b) Was sind Ihrer Meinung nach Herausforderungen beim Einsatz von Spielen oder spielbasiertem Lernen im Unterricht und in VA-Kontexten?
Literatur
Becker, K. (2017). Choosing and using digital games in the classroom. Springer. https://doi.org/10.1007/978-3-319-12223-6
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
Crookall, D. (2023). Debriefing: A practical guide. In: M. L. Angelini & R. Muñiz (Eds.). Simulation for participatory education (pp. 124 – 125). Springer. https://doi.org/10.1007/978-3-031-21011-2_6
DeSmet, A., Van Ryckeghem, D., Compernolle, S., Baranowski, T., Thompson, D., Crombez, G., Poels, K., Van Lippevelde, W., Bastiaensens, S., Van Cleemput, K., Vandebosch, H., & De Bourdeaudhui, I. (2014). A Meta-Analysis of Serious Digital Games for Healthy Lifestyle Promotion. Preventive Medicine, 69, 95–107. http://dx.doi.org/10.1016/j.ypmed.2014.08.026
EDUCAUSE Learning Initiative (2014). 7 things you should know about games and learning. EDUCAUSE. https://www.tsc.fl.edu/media/divisions/tla/7-Things-You-Should-Know-About-Games-and-Learning.pdf
Endsley, M. R. (2016). Designing for situation awareness: An approach to user-centered design (2nd ed.). CRC Press.
Farber, M. (2014). Why Serious Games Are Not Chocolate-Covered Broccoli, abrufbar unter: https://www.edutopia.org/blog/serious-games-not-chocolate-broccoli-matthew-farber
Leuphana University Lüneburg (n.d.). Game-based learning. Retrieved February 7, 2025, from https://www.leuphana.de/en/teaching/design/innovating/game-based-learning.html
López, Á. G. (2019). The use of escape rooms to teach and learn English at university. Research, Technology and Best Practices in Education, 94-101.
Makri, A., Vlachopoulous, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), 4587. https://doi.org/10.3390/su13084587
Martin, G. S., O’Sullivan, H., & O’Rourke, B. (2013). Introducing blended learning into tertiary level German: An activity theoretical analysis. In: J. L. Plews & B. Schmenk (Eds.). Traditions and transitions: Curricula for German studies (pp. 315–332). Wilfrid Laurier University Press.
Martin, G., O’Rourke, B., & Werner, S. (2024). The language of situated joint activity: Social virtual reality and language learning in virtual exchange. In K. Senkbeil & T. Ahlers (Eds.). Virtual Reality in den Geisteswissenschaften: Konzepte, Methoden und interkulturelle Anwendungen (pp. 81–106). Peter Lang.
McGonigal J. (2011). Reality is Broken, New York, NY: Penguin.
Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room facilities. White Paper available at http://scottnicholson.com/pubs/erfacwhite.pdf
Osterweil S. (2014). Freedoms of Play [Video File], MIT Open Course Ware
Pan, R., Lo, H., & Neustaedter, C. (2017). Collaboration, awareness and communication in real-life escape rooms. In: Proceedings of the Conference on Designing Interactive Systems (DIS ’17) (pp. 1353–1364). ACM. https://doi.org/10.1145/3064663.3064767
Qian M., Clark K. R. (2016). Game-based Learning and 21st century skills: A review of recent research,Computers in Human Behavior, 63, p.51.
Sadler, R., & Thrasher, T. (2023). XR: Crossing reality to enhance language learning. CALICO Journal, 40(1), i–xi. https://doi.org/10.1558/cj.25517
Santamaria, Al., Alcalde, E. (2019). ‘Escaping from the English classroom. Who will get out first?’ https://www.researchgate.net/publication/337171013_Escaping_from_the_English_classroom_Who_will_get_out_first
Sauvé, L., Renaud, L. & Gauvin, M. (2007). Une analyse des écrits sur les impacts du jeu sur l’apprentissage. Revue des sciences de l’éducation, 33 (1), p.95
Senkbeil, K. (2021). “Developing Methodology and Applications for Virtual Reality in the Humanities”. Stiftung Universität Hildesheim. https:// doi.org/ 10.25528/ 063.
Senkbeil, K., Martin, G. S., & O’Rourke, B. (2022). SpEakWise virtual reality: Exploring the use of social virtual reality in telecollaborative foreign language learning between learners of English and German. In: Arnbjörnsdóttir, B. et al. (Eds.). Intelligent CALL, granular systems, and learner data: Short papers from EUROCALL 2022. https://doi.org/10.14705/rpnet.2022.61.9782383720157
Sitzmann, T. (2011). A Meta-Analytic Examination of the Instructional Effectiveness of Computer-based Simulation Games. Personnel Psychology, 64(2), 489–528. https://doi.org/10.1111/j.1744-6570.2011.01190.x
SPEAKER Project. (2021). SPEAKER pedagogical guide. https://speakerproject.eu/wp-content/uploads/2021/04/EN_Guide.pdf
STEAMER Project. (2020). STEAMER pedagogical guide. https://steamerproject.eu/wp-content/uploads/2020/11/STEAMER-Pedagogical-Guide-EN.pdf
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer Gaming and Interactive Simulations for Learning: A Meta-Analysis. Journal of Educational Computing Research, 34(3), 229–243. https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games. Journal of Educational Psychology, 105(2), 249–265. http://x.doi.org/10.1037/a0031311
Alle Illustrationen auf dieser Seite von @storyset (https://www.freepik.com/author/stories)
This work © 2024 by Sina Werner is licensed under CC BY-NC-ND 4.0