@misc{7578,
  abstract     = {{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. 
Focused 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       = {{Bröker, Thomas and Schmulius, Nina and Schmohl, Tobias and Dulisch, Fabian and Marquardt, Sabrina and Höllen, Max and Voit, Thomas and Zinger, Benjamin}},
  booktitle    = {{New Perspectives in Science Education}},
  keywords     = {{cooperative learning, gamification, motivation, train-the-trainer, curriculum}},
  location     = {{Florenz}},
  pages        = {{22--26}},
  publisher    = {{Libreriauniversitaria.it}},
  title        = {{{What Can Educators Learn from Social Game Design in University Online Teaching?}}},
  volume       = {{11}},
  year         = {{2022}},
}