@phdthesis{Oberdoerfer2021,
  author    = {Oberd{\"o}rfer, Sebastian},
  title     = {Better Learning with Gaming: Knowledge Encoding and Knowledge Learning Using Gamification},
  doi       = {10.25972/OPUS-21970},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-219707},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {Computer games are highly immersive, engaging, and motivating learning environments. By providing a tutorial at the start of a new game, players learn the basics of the game's underlying principles as well as practice how to successfully play the game. During the actual gameplay, players repetitively apply this knowledge, thus improving it due to repetition. Computer games also challenge players with a constant stream of new challenges which increase in difficulty over time. As a result, computer games even require players to transfer their knowledge to master these new challenges. A computer game consists of several game mechanics. Game mechanics are the rules of a computer game and encode the game's underlying principles. They create the virtual environments, generate a game's challenges and allow players to interact with the game. Game mechanics also can encode real world knowledge. This knowledge may be acquired by players via gameplay. However, the actual process of knowledge encoding and knowledge learning using game mechanics has not been thoroughly defined, yet. This thesis therefore proposes a theoretical model to define the knowledge learning using game mechanics: the Gamified Knowledge Encoding. The model is applied to design a serious game for affine transformations, i.e., GEtiT, and to predict the learning outcome of playing a computer game that encodes orbital mechanics in its game mechanics, i.e., Kerbal Space Program. To assess the effects of different visualization technologies on the overall learning outcome, GEtiT visualizes the gameplay in desktop-3D and immersive virtual reality. The model's applicability for effective game design as well as GEtiT's overall design are evaluated in a usability study. The learning outcome of playing GEtiT and Kerbal Space Program is assessed in four additional user studies. The studies' results validate the use of the Gamified Knowledge Encoding for the purpose of developing effective serious games and to predict the learning outcome of existing serious games. GEtiT and Kerbal Space Program yield a similar training effect but a higher motivation to tackle the assignments in comparison to a traditional learning method. In conclusion, this thesis expands the understanding of using game mechanics for an effective learning of knowledge. The presented results are of high importance for researches, educators, and developers as they also provide guidelines for the development of effective serious games.},
  subject      = {Serious game},
  language  = {en}
}
@article{HeinWienrichLatoschik2021,
  author    = {Hein, Rebecca M. and Wienrich, Carolin and Latoschik, Marc E.},
  title     = {A systematic review of foreign language learning with immersive technologies (2001-2020)},
  series = {AIMS Electronics and Electrical Engineering},
  volume    = {5},
  journal   = {AIMS Electronics and Electrical Engineering},
  number    = {2},
  doi       = {10.3934/electreng.2021007},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-268811},
  pages     = {117-145},
  year      = {2021},
  abstract  = {This study provides a systematic literature review of research (2001-2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation.},
  language  = {en}
}