What Can Educators Learn from Social Game Design in University Online Teaching? Bröker, Thomas Schmulius, Nina Schmohl, Tobias Dulisch, Fabian Marquardt, Sabrina Höllen, Max Voit, Thomas Zinger, Benjamin cooperative learning gamification motivation train-the-trainer curriculum 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. Libreriauniversitaria.it 2022 info:eu-repo/semantics/other doc-type:other text http://purl.org/coar/resource_type/c_1843 https://www.th-owl.de/elsa/record/7578 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. eng info:eu-repo/semantics/openAccess