Logo des Repositoriums

Auflistung nach Autor:in "Grund, Christian Karl"

1 - 2 von 2
  • Zeitschriftenartikel
    Developing Serious Games with Integrated Debriefing
    (Business & Information Systems Engineering: Vol. 62, No. 2, 2020) Grund, Christian Karl; Schelkle, Michael
    Serious games (SG) are recognized in several domains as a promising instructional approach. When it comes to the field of Information Systems, however, they are not yet broadly investigated. Especially in business intelligence and analytics, a literature review indicates the absence of SG for proper report design. Such games, however, seem beneficial since many business reports suffer from poor business information visualization (BIV). To address this issue, the scope of the study is twofold: first, the paper presents a SG that aims to foster learning about BIV. Second, it evaluates this SG in a laboratory experiment, comparing it to a more conventional instructional approach (i.e., presentation) and testing two different versions of the game: One version integrates debriefing into the game itself, whereas the other version uses classical post hoc debriefing. Results indicate that it is favorable to integrate debriefing into the game in terms of motivation and learning outcomes. In the vein of design science research, the authors thus intend to contribute a useful artifact as well as a novel design principle for this instructional approach: Integrating debriefing into SG.
  • Konferenzbeitrag
    How games and game elements facilitate learning and motivation: A literature review
    (INFORMATIK 2015, 2015) Grund, Christian Karl
    Games and game elements are increasingly used by organizations to facilitate learning and motivation, often without a clear understanding how they actually achieve these effects. This may lead to the insufficient design and use of serious games as well as gamified applications. Since the development of such applications is usually expensive, high costs and few realized benefits might result. In order to avoid such unfavorable outcomes, it is necessary to understand the underlying mechanisms that lead to learning and motivation. For this purpose, this study reviews research articles describing the use of games and game elements beyond entertainment and outlines their theoretical foundations. Based on the resulting insights, several theory-driven design guidelines for game-based learning and motivation are derived. This study therefore equips researchers with theoretical insights on how games and game elements facilitate learning and motivation, and practitioners with theory-driven design guidelines for their design and evaluation.