February 15, 2022 – 15h15 to 16h00
Online with Gather.town & Zoom by Virtualchair
Parallel session rooms
#eduhubdays22
Loredana Addimando & Masiar Babazadeh & Luca Botturi, SUPSI
Chair: Renato Furter, SWITCH
Room CONSTRUCT
Competitive computer gaiming (also called eSports) is a widespread phenomenon in today's digital youth culture, possibly more rooted in Swiss universities than might be expected. To date, little effort has been made to study eSports in relation to its potential to positively influence learning and academic outcomes in higher education. E-Sports and gamification education have the potential to foster a quality, cost-effective, novel approach in students by promoting interaction with tutors and peers and the development of academically relevant skills (Gentry et al., 2019). This study examines the attitude of higher education students about the idea to practice eSport at the campus. The sample (N= 412) was composed by university students (57.8% male) and a 16-polarity differential semantic (Osgood, et al. 1957) was administered. First, a principal component for analysis with factor rotation was performed using the 16-polarity resulting in four different measures: amusement, equity, immersivity and innovation. Then, the measures were used to compare competitive, casual gamers and non-gamers using multivariate analysis of covariance (MANCOVA). The results suggested that, regardless of age and gender, competitive gamers reported better perceptions about eSports than casual gamers. Non-gamers reported lower scores on all measures. The results of the study underline the importance of working with non-gamers in order to integrate eSports and gamification education into current curriculum.
Roberto Siano & Tim Tenger, ZHAW
Chair: Renato Furter, SWITCH
Room WILL WRIGHT
Why?
Transfer-oriented games can significantly improve learning success.
What?
The IAP Innovation project "Spielipedia" provides a tailor-made service for effective didactics and methodology.
How?
The project started in July 2020, and by the end of 2021 a prototype will be implemented and usable on Moodle.
This MVP (minimum viable product) contains:
Oli Schacher & Fabio Greiner, SWITCH
Chair: Renato Furter, SWITCH
Room REN PY
Escape rooms are a popular activity and can be found everywhere around the world. Cracking codes and puzzles in order to break out is not only fun and engaging, it can also be used as a learning tool to sneak in information and reinforce knowledge by combining it with positive emotions. At SWITCH, we have created "Hack the Hacker", a security awareness escape room with the goal to teach people about topics around cybercrime, such as ransomware or stolen passwords.
In this presentation we will share the ingredients to build an entertaining and informative escape room from scratch. We'll cover a bit of everything from assembling the right team, designing the room and puzzles, integrating the learning objectives, to testing, traps and pitfalls, documentation and marketing. And of course, we'll spill the beans about things that went mildly wrong along the way.
Julien Simon, EHL
Chair: Renato Furter, SWITCH
Room OXOCARD
EHL Group developed its industry-first "Virtual Housekeeping" class in 2018 to integrate exciting new teaching methods to inspire our preparatory year students, encourage team spirit and communication and deliver high-calibre training in operational skills.
As part of EHL Group's digitalisation of education strategy, we introduced gamification and virtual reality, which we considered to be the most viable options to motivate and engage our young student demographic and help them become active learners.
Luca Botturi & Tiffany Fioroni & Chiara Beretta & Silvia Giordano & Felipe Cardoso, SUPSI
Anna Picco Schwendener & Suzanna Marazza, USI
Chair: Renato Furter, SWITCH
Room BLOXELS
While we all know that personal data are in danger online, we seldom take action to make our use of the internet more secure. This is known as the privacy paradox.
iBuddy, aka "the automatic fortune-teller", is a system designed to support a game-based group simulation that triggers wonder and questions about how personal data are captured, stored and used in online services. Coupled with original animation videoclips and class activities, iBuddy can be used for meaningful and effective sessions on privacy with both secondary and tertiary education students, covering technical, economical and legal aspects.
iBuddy was developed by SUPSI and USI within an FNS Agorà project and with the support of a Youth and Media grant. The system and its accompanying materials are available in multiple languages.
After showcasing iBuddy's functionalities and supporting materials, the session will present the outline of an iBuddy session for university students. Indications about how to install and use iBuddy at the participants' home institution will also be provided.
Christian Sailer, ETHZ
Chair: Hervé Platteaux, UNIFR
Room MIHALY
Location-based mobile learning (LBML) involves learning in and about locations to explore, analyse, describe and evaluate phenomena in authentic learning experiences and incorporate them into the real world. Mobile mapping technologies and location-based services are utilised to link learning contents to specific locations as stories, tasks, or assignments. This talk summarises several studies that show how an LBML system can be developed with GIS and geofencing technology to create learning experiences that can enhance both learning outcomes in higher education and motivation increase in informal learning environments through game designs. Evidence is provided in the form of examples from exploratory and experimental research focusing on the learning process of acquiring knowledge, skills, motivation and spatial reasoning. Furthermore, this talk demonstrates novel approaches of learning analytics with 2D and 3D map web components to modify the outdoor activities in real-time to improve the users' experience and to reflect on the learning process in a debriefing session.
Andrea Reichmuth & Fabienne Javet, ZHAW
Chair: Hervé Platteaux, UNIFR
Room BJ FOGG
The presented learning concept was developed for a compulsory first-year module on scientific working methods taught to students of a bachelor's degree programme in Switzerland. The module is completed by about 500 undergraduates each year in classes of around 50 students and is taught by various instructors. Student motivation as well as the perceived engagement of most students used to be rather low.
To improve student engagement, we adopted a reward-based gamification approach (Becker & Nicholson, 2016) inspired by Sheldon (2011). This approach is ideal for learning new skills and the completing of tasks for which users lack intrinsic motivation (Goshevski et al., 2017).
Following a design-based research process (Reeves et al., 2005), the game-based learning concept was developed, implemented and evaluated over the course of four semesters. So far, student evaluation data (N = 1,174) shows a positive trend regarding the students' engagement and motivation.
The presentation outlines the gamified learning concept and reviews the student evaluation data. Both are put up for discussion with interested practitioners and researchers.
Giorgia Mora & Stella N'Djoku, USI
Chair: Hervé Platteaux, UNIFR
Room OCTALYSIS
"The web and the law" is a political escape room that uses augmented reality to solve puzzles. The aim of this escape room is to get kids thinking about how online law works, from how we create and manage our identity online to what the legal boundaries are of what we do online, where it seems no rules exist.
As well as being a time for reflection and learning, the activity is also a way of "team building", fostering the students' spirit of collaboration and developing their social skills. The app features the possibility of scanning a series of QR-like codes, which are used to unlock questions: for each of these questions, participants must find an answer and record it in the app.
This project aims to emphasize the value of everyone's rights and prohibitions on the Internet.
The activity consists of searching for clues, with the help of a tablet, to solve the escape room in augmented reality, using only the conditions of use of the (fake) social network Momentum, to try to understand how online life is regulated, including profiles, licenses, sharing and much more. The activity is offered to raise awareness of the use of social networks.
As part of the eduhub days 2022, the activity will be offered as an online and interactive presentation, where the activity leaders will explain how it works and how it can be used in classrooms. This session is focused on presentation, with time for Q & A at the end.
Kathrin Köhler, HfH
Chair: Hervé Platteaux, UNIFR
Room DEMOCRATIA
The competence level of personnel in academic institutions regarding their digital skills differs remarkably. Although there is plenty of material out there to increase digital skills, many of the tutorials, e-learnings, articles etc. are not being used. That`s why a gameful approach in fostering digital skills might be helpful to attract the target group.
The presentation will introduce the prototype of a serious game that conveys a selection of digital skills. This includes an insight into the theoretical foundation of the work and some information on Serious Games in general. Further, the target group analysis (i. e. university lecturers) and results from user tests will be presented. Based on these insights, corresponding consequences for the game`s concept will be highlighted, and the development process of the Serious Game will be outlined. Finally, presentation attendees will be able to have a look at the prototype.
Réka Mihálka, ETHZ
Chair: Stephan Winiker, HSLU
Room JANE MCGONIGAL
The Academic Writing Course at D-MTEC (ETH) is a compulsory zero-credit course for master's students, which has been demotivating for many. Additionally, some course participants work besides studying, which makes attendance challenging for them. To increase engagement and to provide a higher degree of autonomy for students, we gamified the course on the basis of self-determination theory, with the help of an innovedum grant. The new course design includes online (asynchronous) and in-class (synchronous) elements from which the students can freely choose. They have control over the learning setting, times, methods and content, resulting in a multitude of different learning paths. To pass the course, students need to reach a given number of points. This presentation outlines the key concepts of self-determination theory that were applied in this project and the Moodle-based tools (e.g., the Level up! plugin) and design elements. The preliminary evaluation of the project is based on student surveys.
Jonathan Stauffer, UNIBE
Chair: Stephan Winiker
Room YU KAI CHOU
In this project the viewer/player steps into the shoes of a fictional town mayor who has to make decisions for the benefit of their town. After each decision the citizens will tell the player in social media posts whether they like the decision or not.
Prof. Karin Ingold appears in short pop-up windows to provide background knowledge. The goal of this branched story is that – due to instant feedback – the players not only deepen their understanding of basic democratic processes but also acquire knowledge of the interplay between democracy and sustainability.
An advantage of this format is that this educational game works on youtube via end screensand unlisted videos.
Barbara Scheuner, FHNW
Chair: Stephan Winiker, HSLU
Room RICHARD BARTLE
To support our first semester students for learning computer science basics we combine relevant topics of different courses within a project. Our students work on these projects in a team and have an internal customer. The goal of all projects is to design and build a learning game using a RaspberryPi as central computing unit.
Since the start two years ago our student teams have developed a variety of games combining technology with creativity in a convincing way. As for example a game where the player has to place a fire brigade within a city and then find the shortest paths to fire. Like this game most of the products have a physical user interface, meaning that you can touch the game and interact with buttons or movable elements.
We have seen that the gaming aspect of the products allows highly different solutions although we limit the technology to RasperryPis and Java, as this is the main programming language in the first semester.
In our presentation we will cover various topics like the underlying technology, how we support the students during their learning process and how the project is embedded in the curriculum. We will also present some already built games which you can (should) play.
Branislava Trifkovic & Stefano Tardini (USI)
Chair: Stephan Winiker, HSLU
Room ROBLOX
How long has it been since you last played with LEGO® bricks? What if I told you that we could use the famous colorful LEGO® bricks for training or for team building activities: Would you believe it? The outcome may surprise you!
LEGO® SERIOUS PLAY® (LSP) is a methodology used to facilitate workshops, where participants complete the tasks assigned to them by building symbolic and metaphorical models with LEGO® bricks.
In this workshop we will present this methodology, by focusing on some specific applications developed at USI in the fields of online communication and education. As a matter of fact, USI has been using this methodology since 2006 and has developed two LSP applications, one to be used in the design of online communication activities (URL - User Requirements with Lego), the other for designing training activities (LLED - LEGO Learning Experience Design).
The workshop will start with a brief introduction about the core of the methodology and the concept of "hand knowledge". Then, practical examples of how LSP is being used by eLab in educational contexts will be given. Finally, there will be time for a discussion with the participants.
Mela Kocher & Charlotte Axelsson, ZHdK
Chair: Stephan Winiker, HSLU
Room YU-GI-OH!
We understand the superpower concept PHEW as a particularly exciting and purposeful measure to foreground topics such as perseverance, error culture, independent thinking or explorative experimentation – for a sustainable teaching practice, to promote the development of community and project work and to reflect, present and revise this in an iterative process.
This ludic, design-based, agile and inclusive superpower concept builds on parameters of artistic, design and cultural practice – as a starting point for new learning concepts and social questions. The method belongs to a larger strategy of ludic didacts, which we're developing on our aim at creating a different atmosphere of learning and teaching by elements of play. PHEW (an acronym for Play, Hybrid, Easy and Walkabout) therefore refers more to Playification than Gamification and can be used in analogue and digital learning scenarios. Join us for discussions and exchange!