---
_id: '11412'
abstract:
- lang: eng
  text: "This paper presents a pioneering approach to integrating artistic research
    into the curriculum of\r\nGerman universities of applied sciences (UAS). Recognizing
    the unique challenges and opportunities\r\npresented by artistic disciplines in
    higher education, we have developed modules for a master's\r\nprogram that blend
    epistemological content with the fundamentals of artistic research. This initiative\r\naddresses
    the current disparity in qualification opportunities for artistic disciplines
    at the UAS level,\r\nwhere artistic achievements are legally equated with scientific
    accomplishments, yet opportunities for\r\nhigher qualification in these fields
    are limited.\r\nOur approach is anchored in the belief that artistic research,
    a field that challenges traditional research\r\nparadigms by valuing artful knowledge
    alongside scientific knowledge, deserves a structured and\r\nrecognized pathway
    within the academic system. Drawing from relevant legal texts and documents\r\nthat
    equate artistic and scientific qualifications of personnel, we argue for the integration
    of artistic\r\nresearch into the curriculum as a step towards rectifying the existing
    imbalance and\r\nunderrepresentation of artistic disciplines in higher education.\r\nThis
    paper presents a pioneering approach to integrating artistic research into the
    curriculum of\r\nGerman universities of applied sciences (UAS). Recognizing the
    unique challenges and opportunities\r\npresented by artistic disciplines in higher
    education, we have developed modules for a master's\r\nprogram that blend epistemological
    content with the fundamentals of artistic research. This initiative\r\naddresses
    the current disparity in qualification opportunities for artistic disciplines
    at the UAS level,\r\nwhere artistic achievements are legally equated with scientific
    accomplishments, yet opportunities for\r\nhigher qualification in these fields
    are limited.\r\nOur approach is anchored in the belief that artistic research,
    a field that challenges traditional research\r\nparadigms by valuing artful knowledge
    alongside scientific knowledge, deserves a structured and\r\nrecognized pathway
    within the academic system. Drawing from relevant legal texts and documents\r\nthat
    equate artistic and scientific qualifications of personnel, we argue for the integration
    of artistic\r\nresearch into the curriculum as a step towards rectifying the existing
    imbalance and\r\nunderrepresentation of artistic disciplines in higher education.\r\n"
author:
- first_name: Tobias
  full_name: Schmohl, Tobias
  id: '71782'
  last_name: Schmohl
  orcid: https://orcid.org/0000-0002-7043-5582
- first_name: Sebastian
  full_name: Grobler, Sebastian
  id: '76201'
  last_name: Grobler
citation:
  ama: 'Schmohl T, Grobler S. <i>Integrating Artistic Research into German University
    of Applied Sciences Curricula: A New Paradigm in Science Education</i>. Vol 13.
    Filodiritto Editore; 2024:6.'
  apa: 'Schmohl, T., &#38; Grobler, S. (2024). Integrating Artistic Research into
    German University of Applied Sciences Curricula: A New Paradigm in Science Education.
    In <i>New Perspectives in Science Education</i> (Vol. 13, p. 6). Filodiritto Editore.'
  bjps: '<b>Schmohl T and Grobler S</b> (2024) <i>Integrating Artistic Research into
    German University of Applied Sciences Curricula: A New Paradigm in Science Education</i>.
    Filodiritto Editore.'
  chicago: 'Schmohl, Tobias, and Sebastian Grobler. <i>Integrating Artistic Research
    into German University of Applied Sciences Curricula: A New Paradigm in Science
    Education</i>. <i>New Perspectives in Science Education</i>. Vol. 13. New Perspectives
    in Science Education. Filodiritto Editore, 2024.'
  chicago-de: 'Schmohl, Tobias und Sebastian Grobler. 2024. <i>Integrating Artistic
    Research into German University of Applied Sciences Curricula: A New Paradigm
    in Science Education</i>. <i>New Perspectives in Science Education</i>. Bd. 13.
    New Perspectives in Science Education. Filodiritto Editore.'
  din1505-2-1: '<span style="font-variant:small-caps;">Schmohl, Tobias</span> ; <span
    style="font-variant:small-caps;">Grobler, Sebastian</span>: <i>Integrating Artistic
    Research into German University of Applied Sciences Curricula: A New Paradigm
    in Science Education</i>, <i>New Perspectives in Science Education</i>. Bd. 13 :
    Filodiritto Editore, 2024'
  havard: 'T. Schmohl, S. Grobler, Integrating Artistic Research into German University
    of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto
    Editore, 2024.'
  ieee: 'T. Schmohl and S. Grobler, <i>Integrating Artistic Research into German University
    of Applied Sciences Curricula: A New Paradigm in Science Education</i>, vol. 13.
    Filodiritto Editore, 2024, p. 6.'
  mla: 'Schmohl, Tobias, and Sebastian Grobler. “Integrating Artistic Research into
    German University of Applied Sciences Curricula: A New Paradigm in Science Education.”
    <i>New Perspectives in Science Education</i>, vol. 13, Filodiritto Editore, 2024,
    p. 6.'
  short: 'T. Schmohl, S. Grobler, Integrating Artistic Research into German University
    of Applied Sciences Curricula: A New Paradigm in Science Education, Filodiritto
    Editore, 2024.'
  ufg: '<b>Schmohl, Tobias/Grobler, Sebastian</b>: Integrating Artistic Research into
    German University of Applied Sciences Curricula: A New Paradigm in Science Education,
    Bd. 13, o. O. 2024 (New Perspectives in Science Education).'
  van: 'Schmohl T, Grobler S. Integrating Artistic Research into German University
    of Applied Sciences Curricula: A New Paradigm in Science Education. New Perspectives
    in Science Education. Filodiritto Editore; 2024. (New Perspectives in Science
    Education; vol. 13).'
conference:
  end_date: 15.03.2024
  location: Florenz
  name: New Perspectives in Science Education 13th Edition 2024
  start_date: 12.03.2024
date_created: 2024-04-30T18:37:36Z
date_updated: 2024-06-03T12:53:30Z
ddc:
- '370'
department:
- _id: DEP2000
has_accepted_license: '1'
intvolume: '        13'
keyword:
- Artistic Research
- Art-Based Research
- Curriculum Development
- Higher Education
- Epistemology
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://conference.pixel-online.net/files/npse/ed0013/FP/3516-CDEV6436-FP-NPSE13.pdf&ved=2ahUKEwjb6Mz1vL-GAxV6cvEDHaZADxAQFnoECBQQAQ&usg=AOvVaw3L1NmgE0GaWcpG9R4EzklX
oa: '1'
page: '6'
publication: New Perspectives in Science Education
publication_identifier:
  isbn:
  - 979-12-80225-58-0
publication_status: published
publisher: Filodiritto Editore
series_title: New Perspectives in Science Education
status: public
title: 'Integrating Artistic Research into German University of Applied Sciences Curricula:
  A New Paradigm in Science Education'
type: conference_editor_article
user_id: '83781'
volume: 13
year: '2024'
...
---
_id: '7578'
abstract:
- lang: eng
  text: "In recent years considerable research efforts have been made to provide evidence
    for a nexus be-tween game design elements in non-game contexts. Our research presents
    a new approach to bridge game design elements and educational theory: defining
    a set of motivational “patterns” used for peda-gogical purposes in university
    teaching scenarios. To this end, we will build upon preliminary empirical results
    from a research project called EMPAMOS®. It derived a set of motivational elements
    frequently used in social game designs. Our hypothesis is that these elements
    resemble on a structural level and are directly transferable to motivational factors
    in online education contexts. \r\nFocused on cooperative teaching and learning,
    we develop a curriculum to enable educators to im-plement motivational molecules
    from game design in their learning settings. The paper presents basic premises
    and a preliminary structure of the curriculum. By examining educational settings
    in terms of a “broken game”, we provide a new perspective on the prerequisites
    for learning at the university level."
author:
- first_name: Thomas
  full_name: Bröker, Thomas
  last_name: Bröker
- first_name: Nina
  full_name: Schmulius, Nina
  id: '81110'
  last_name: Schmulius
- first_name: Tobias
  full_name: Schmohl, Tobias
  id: '71782'
  last_name: Schmohl
  orcid: https://orcid.org/0000-0002-7043-5582
- first_name: Fabian
  full_name: Dulisch, Fabian
  last_name: Dulisch
- first_name: Sabrina
  full_name: Marquardt, Sabrina
  id: '81111'
  last_name: Marquardt
- first_name: Max
  full_name: Höllen, Max
  last_name: Höllen
- first_name: Thomas
  full_name: Voit, Thomas
  last_name: Voit
- first_name: Benjamin
  full_name: Zinger, Benjamin
  last_name: Zinger
citation:
  ama: Bröker T, Schmulius N, Schmohl T, et al. <i>What Can Educators Learn from Social
    Game Design in University Online Teaching?</i> Vol 11. Libreriauniversitaria.it;
    2022:22-26.
  apa: Bröker, T., Schmulius, N., Schmohl, T., Dulisch, F., Marquardt, S., Höllen,
    M., Voit, T., &#38; Zinger, B. (2022). What Can Educators Learn from Social Game
    Design in University Online Teaching? In <i>New Perspectives in Science Education</i>
    (Vol. 11, pp. 22–26). Libreriauniversitaria.it.
  bjps: '<b>Bröker T <i>et al.</i></b> (2022) <i>What Can Educators Learn from Social
    Game Design in University Online Teaching?</i> Bologna: Libreriauniversitaria.it.'
  chicago: 'Bröker, Thomas, Nina Schmulius, Tobias Schmohl, Fabian Dulisch, Sabrina
    Marquardt, Max Höllen, Thomas Voit, and Benjamin Zinger. <i>What Can Educators
    Learn from Social Game Design in University Online Teaching?</i> <i>New Perspectives
    in Science Education</i>. Vol. 11. New Perspectives in Science Education. Bologna:
    Libreriauniversitaria.it, 2022.'
  chicago-de: 'Bröker, Thomas, Nina Schmulius, Tobias Schmohl, Fabian Dulisch, Sabrina
    Marquardt, Max Höllen, Thomas Voit und Benjamin Zinger. 2022. <i>What Can Educators
    Learn from Social Game Design in University Online Teaching?</i> <i>New Perspectives
    in Science Education</i>. Bd. 11. New Perspectives in Science Education. Bologna:
    Libreriauniversitaria.it.'
  din1505-2-1: '<span style="font-variant:small-caps;">Bröker, Thomas</span> ; <span
    style="font-variant:small-caps;">Schmulius, Nina</span> ; <span style="font-variant:small-caps;">Schmohl,
    Tobias</span> ; <span style="font-variant:small-caps;">Dulisch, Fabian</span>
    ; <span style="font-variant:small-caps;">Marquardt, Sabrina</span> ; <span style="font-variant:small-caps;">Höllen,
    Max</span> ; <span style="font-variant:small-caps;">Voit, Thomas</span> ; <span
    style="font-variant:small-caps;">Zinger, Benjamin</span>: <i>What Can Educators
    Learn from Social Game Design in University Online Teaching?</i>, <i>New Perspectives
    in Science Education</i>. Bd. 11. Bologna : Libreriauniversitaria.it, 2022'
  havard: T. Bröker, N. Schmulius, T. Schmohl, F. Dulisch, S. Marquardt, M. Höllen,
    T. Voit, B. Zinger, What Can Educators Learn from Social Game Design in University
    Online Teaching?, Libreriauniversitaria.it, Bologna, 2022.
  ieee: 'T. Bröker <i>et al.</i>, <i>What Can Educators Learn from Social Game Design
    in University Online Teaching?</i>, vol. 11. Bologna: Libreriauniversitaria.it,
    2022, pp. 22–26.'
  mla: Bröker, Thomas, et al. “What Can Educators Learn from Social Game Design in
    University Online Teaching?” <i>New Perspectives in Science Education</i>, vol.
    11, Libreriauniversitaria.it, 2022, pp. 22–26.
  short: T. Bröker, N. Schmulius, T. Schmohl, F. Dulisch, S. Marquardt, M. Höllen,
    T. Voit, B. Zinger, What Can Educators Learn from Social Game Design in University
    Online Teaching?, Libreriauniversitaria.it, Bologna, 2022.
  ufg: '<b>Bröker, Thomas u. a.</b>: What Can Educators Learn from Social Game Design
    in University Online Teaching?, Bd. 11, Bologna 2022 (New Perspectives in Science
    Education).'
  van: 'Bröker T, Schmulius N, Schmohl T, Dulisch F, Marquardt S, Höllen M, et al.
    What Can Educators Learn from Social Game Design in University Online Teaching?
    New Perspectives in Science Education. Bologna: Libreriauniversitaria.it; 2022.
    (New Perspectives in Science Education; vol. 11).'
conference:
  end_date: 2022-03-18
  location: Florenz
  name: 11th International Conference New Perspectives in Science Education
  start_date: 2022-03-17
date_created: 2022-04-14T10:58:17Z
date_updated: 2024-08-12T08:07:32Z
department:
- _id: DEP2000
- _id: DEP1200
intvolume: '        11'
keyword:
- cooperative learning
- gamification
- motivation
- train-the-trainer
- curriculum
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://conference.pixel-online.net/NPSE/files/npse/ed0011/FP/6790-CDEV5427-FP-NPSE11.pdf
oa: '1'
page: 22-26
place: Bologna
publication: New Perspectives in Science Education
publication_status: published
publisher: Libreriauniversitaria.it
quality_controlled: '1'
series_title: New Perspectives in Science Education
status: public
title: What Can Educators Learn from Social Game Design in University Online Teaching?
type: conference_editor_article
user_id: '83781'
volume: 11
year: '2022'
...