Game-based Learning
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Item Unlocking AI for SMEs: How an Educational Escape Room Shapes Perceptions towards Technology Adoption Decision-Making(2025-01-07) Veldyaeva, Ekaterina; Fitz, Lukas; Scheeg, Michaela; Scheeg, JochenFacing modern challenges of digital transformation, small and medium-sized enterprises (SMEs) need to ensure informed and strategic decision-making before adopting new digital technology. This study builds upon Action Design Research (ADR) on educational escape room design targeting SME practitioners in technology adoption decision-making. We hypothesize that the game experience influences SMEs’ artificial intelligence (AI) adoption decisions regarding technology-, organization- and environment-related perceptions and evaluate the survey data of 70 participants, who are SME owners or members. According to the results, the game-based approach was well-received. Engagement in the game positively influenced participants' affective state and improved self-reflection. The experience influenced participants' perceptions of AI's transformative potential. In order to facilitate easier transfer to different personal business contexts, future design iterations will include more process-neutral AI applications. The study contributes to research on game-based knowledge transfer in organizational contexts, providing insightful results and encouraging further exploration in this emerging field.Item Investigating the Use of Competition and Cooperation-based Gamification in Computing Education: A Qualitative Study(2025-01-07) Perez, Felipe; Oliveira, Wilk; Lima, Anderson; De Castro Junior, Amaury; Hamari, JuhoGamification can be an effective pedagogical tool in the arsenal of today’s educators and educational institutions. However, little is known about how competition and cooperation-based gamification, when combined, are experienced by Computing students. Facing this challenge, this study investigates Computer Science learners’ reactions and sense-making regarding their experiences with competition and cooperation-based gamification. To achieve this objective, we conducted a four-week qualitative study involving 15 undergraduate Computing students who used a gamified educational system with a design based on competition and cooperation-based gamification. We collected students’ perceptions through semi-structured interviews conducted weekly with each student over the four weeks of the study, using Inductive Thematic Analysis to unravel their experiences with competition and cooperation-based gamification. The findings reveal varying perceptions of novelty, particularly regarding students’ experiences with the gamification elements implemented on the platform, changes in perception over the four weeks of the study, and different experiences related to competition and cooperation.Item Empirical Insights on the Impact of Technology Affinity on Programming Skill Development through an Adaptive Game-Based Learning System(2025-01-07) Jokisch, Christine; Schlimbach, Ricarda; Hobert, Sebastian; Strzebkowski, Maxim; Kurpejovic, Haris; Schumann, MatthiasProgramming skills have been a crucial skill for (computer science) students. The level of technology affinity, encompassing a student’s confidence in technology, can impact skill development. Students with high technology affinity may engage more confidently with programming tasks, while those with lower affinity might struggle with the initial learning curve. We used the adaptive Digital Game-Based Learning System (DGBL) system "Lost in Code", and conducted a field experiment with 66 students majoring in Business Administration or Information Systems. We analyzed the relationships between students' technology affinity, motivation, and learning outcomes in a PLS-SEM. Our findings show that the technology affinity impacts the perceived enjoyment, pressure and competence positively. Additionally, prior knowledge does not influence the motivation. We combined these findings with qualitative feedback and discuss the potential of adaptive DGBL systems.Item What ”Exactly” Describes Planning in a Math Game-Based Assessment? Introducing Fraction Ball: Exactly(2025-01-07) Lopez, John; Rhodes, Katherine; Begolli, Kreshnik; Bustamante, Andres; Ahn, JuneThe digital assessment community aims to align assessment design and measurement selection with theory, but many digital assessments fail to establish these theoretical links. In this paper, we introduce Fraction Ball: Exactly (FBE), a digital game-based assessment for planning in a mathematics problem-solving context. Using gameplay learning analytics, we create distinct measurement models for adult and child players. We demonstrate convergent validity of FBE both with the Shallice Tower of London and with mathematical knowledge. We share our approaches to theoretically ground our assessment design, measure selection, and measurement model validation. By theoretically grounding each process, we outline ways in which digital assessment developers can integrate educational theory with assessment design and validation and theorize for themselves.Item Introduction to the Minitrack on Game-based Learning(2025-01-07) Oliveira, Wilk; Altmeyer, Maximilian; Hamari, Juho; Aura, Isabella