{"id":863,"date":"2023-12-11T08:50:11","date_gmt":"2023-12-11T08:50:11","guid":{"rendered":"https:\/\/digitalfueralle.codip.tu-dresden.de\/?p=863"},"modified":"2023-12-11T08:50:11","modified_gmt":"2023-12-11T08:50:11","slug":"spielerisch-lernen-gamication-als-innovationsbruecke-zwischen-gamification-und-bildung","status":"publish","type":"post","link":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/spielerisch-lernen-gamication-als-innovationsbruecke-zwischen-gamification-und-bildung\/","title":{"rendered":"Learning through play: Gami|cation as an innovation bridge between gamification and education"},"content":{"rendered":"

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In the wake of increasing challenges to inspire and motivate young people for complex learning content, gamification is becoming increasingly important as an experience-oriented approach in education. This is why the cluster focused Digital Learning and Gaming Cultures<\/em> (DLSK)<\/em> of the CODIP this year on the merger of Gami<\/strong>fication and educationcation<\/strong>, from which the game Gami|cation \u2013 The Learning-Teaching Adventure<\/em> was created.<\/p>\n

Gami|cation <\/em>aims to enrich educational processes with playful elements. In addition, the different learning types, the promotion of intrinsic and extrinsic motivation and the creation of an interactive learning environment are taken into account. The basis of Gami|cation<\/em> lies in the project LOS \u2013 Learning Experiences in OPAL with game elements<\/em>, whose further development within the DLSK cluster<\/em> This game is particularly characterized by its versatility and adaptability, as it is not only available in German and English, but can also be used analogue and digitally.<\/p>\n

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The application areas of Gami|cation<\/em> are diverse, whether as a playful introduction to the usage types (Free Spirit, Philanthropist, Socialiser, Achiever, Player and Disruptor) or as creative support in developing your own learning and teaching arrangements. Through the interactive playing field, based on the adapted periodic table of gamification elements by Marczewski, the participants are introduced to the world of gamification and challenged.<\/p>\n

In terms of educational contextualization, a total of 46 elements were assessed by the interdisciplinary cluster as enriching for the educational sector. These selected elements are shown on game cards and serve as an invitation for players to explore the world of gamification. The game was designed to be interactive, with participants using a drag-and-drop function to assign the elements to the correct usage types. The game is evaluated using a points system, with each correct assignment earning one point. The group with the most points wins. This and other scenarios offer teachers flexible and diverse use in different educational contexts.
\nGami|cation \u2013 The Learning-Teaching Adventure<\/em> not only offers an exciting way to impart knowledge, but also promotes teamwork and creates an entertaining learning environment in the educational sector through the simultaneous integration of gamification elements (educational double-decker).<\/p>\n

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Even the use of a few, uncomplicated game elements in non-playful learning and teaching arrangements can make a difference. Gami|cation<\/em>. Make the difference. Leave it alone, or get involved: https:\/\/edludo.codip.tu-dresden.de\/inspirationen\/gamication<\/a><\/p>\n

Authors:<\/strong> Christa Friedrich, Matthias Heinz, Josefin M\u00fcller, Michelle Pippig<\/p>","protected":false},"excerpt":{"rendered":"

As the challenges of getting young people excited about complex learning content and motivating them in the long term increase, gamification is becoming increasingly important as an experience-oriented approach in education. This is why the CODIP's Digital Learning and Gaming Cultures (DLSK) cluster focused this year on the fusion of gamification and education, which resulted in the game Gami|cation - The Learning and Teaching Adventure. Gami|cation aims to...<\/p>","protected":false},"author":13,"featured_media":866,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[60,42],"tags":[34,2,159,160,40,126,3],"class_list":["post-863","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-digitale-bildung","category-digitale-forschungswerkzeuge","tag-digitale-lernspiele","tag-digitales-lehren-und-lernen","tag-dlsk","tag-gamication","tag-gamification","tag-los","tag-projekte"],"_links":{"self":[{"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/posts\/863","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/users\/13"}],"replies":[{"embeddable":true,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/comments?post=863"}],"version-history":[{"count":1,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/posts\/863\/revisions"}],"predecessor-version":[{"id":867,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/posts\/863\/revisions\/867"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/media\/866"}],"wp:attachment":[{"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/media?parent=863"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/categories?post=863"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/digitalfueralle.codip.tu-dresden.de\/en\/wp-json\/wp\/v2\/tags?post=863"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}