Gamification von Unterricht als Destruktion von Schule und Lehrberuf

Buck, Marc Fabian

doi:10.1163/25890581-093-02-90000005

Cited by 9 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These structural characteristics of a game are criticized from an educational perspective, since-according to the argumentation-it is characterized by linearity and thus offers no platform for "applying pedagogical-reflexive power of judgement" [7] (p. 276). Based on the assumption of a temporal and spatial framework of a game, this argumentation seems plausible.…”

Section: Definitional Discourse: What Is Gamification?mentioning

confidence: 99%

“…Based on the assumption of a temporal and spatial framework of a game, this argumentation seems plausible. Buck [7] continues that "Players […] cannot transcend the rules of the game and the rules set beforehand, they are subject to a set of conditions that categorically exclude the participation, contradictions or even participation and modification of the regulator" (p. 277). This argumentation of structural containment and the resulting limited framework for action is also shared by other authors [68].…”

Section: Definitional Discourse: What Is Gamification?mentioning

confidence: 99%

“…higher motivation, more performance), this is a mandatory prerequisite for the intention of gamification in the definitions of Huotari et al (2012) and Pfeiffer et al [43]. The utilitarian perspective of gamification is of particular interest in educational contexts [8,9,14,44,61], but there are also critical perspectives on its use in these contexts [7,68].…”

Section: Introductionmentioning

confidence: 99%

“…We argue in this article that the different concepts of gamification lead to controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments [25], critics point out the pedagogical dangers [7] or the problems related to optimizing working life [68].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Beyond Classical Definition: The Non-definition of Gamification

Staller

Körner

2021

SN COMPUT. SCI.

View full text Add to dashboard Cite

Gamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

show abstract

Section: Definitional Discourse: What Is Gamification?mentioning

confidence: 99%

Section: Definitional Discourse: What Is Gamification?mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Beyond Classical Definition: The Non-definition of Gamification

Staller

Körner

2021

SN COMPUT. SCI.

View full text Add to dashboard Cite

show abstract

“…5b). Die Positionierung der schreibenden Grundschullehrer*innen weist selbige nicht zuletzt als ebenso mutige wie Orientierung vermittelnde Avantgarde einer "zukunftsweisenden" (Gach 2018) Entwicklung aus und an anderer Stelle als Spielleiter*innen einer gamifizierten und technologisierten Unterrichtspraxis (Höhne 2015;Buck 2017), in der die generalisierten Schüler*innensubjekte stets mit Freude lernen, sich selbst zu steuern.…”

Section: Diskursanalysen Von Lehrer*innenzeitschriften Und Ratgebern unclassified

Über „Digital Natives“, die selbst aktiv werden und Lehrpersonen, die keine Angst vor Tablets haben. Eine Diskursanalyse zum Schreiben über das Lehren und Lernen mit digitalen Medien in praxisinstruktiven Zeitschriften für die Grundschule

Moldenhauer

Buck

Koinzer

2020

ZfG

Self Cite

View full text Add to dashboard Cite

ZusammenfassungIn diesem Artikel werden die Ergebnisse einer praxeologischen Diskursanalyse zum Schreiben von Grundschullehrer*innen über das Lehren und Lernen mit digitalen Medien in den Fokus gerückt. Auf Basis einer Analyse von Beiträgen aus praxisinstruktiven Zeitschriften für die Grundschule wird in den Blick genommen, welche Begründungsfiguren sowie Subjektpositionen konstituiert werden. Es wird analysiert, wie sich die schreibenden Grundschullehrer*innen als Orientierung vermittelnde Subjekte und als Mitgestalter*innen einer technologisierten und in Teilen gamifizierten Unterrichtspraxis positionieren, in der die generalisierten Schüler*innensubjekte motiviert und selbsttätig lernen.Abstract This article discusses the results of a praxeological discourse analysis of primary school teachers' writing about teaching and learning with digital media. On the basis of an analysis of contributions from teacher journals for primary school, the focus will be on which legitimations and subject positions are constituted. It will be analysed how the writing primary school teachers position themselves as subjects who are orientating pupils who are co-creators of a technologised and in part gamified teaching practice in which pupils enjoy learning and become active themselves.

show abstract

Zwischen Vermittlung und Versagung

Buck

Koinzer

2020

Techno:Phil – Aktuelle Herausforderungen Der Technikphilosophie

View full text Add to dashboard Cite

Gamification von Unterricht als Destruktion von Schule und Lehrberuf

Cited by 9 publications

References 0 publications

Beyond Classical Definition: The Non-definition of Gamification

Beyond Classical Definition: The Non-definition of Gamification

Über „Digital Natives“, die selbst aktiv werden und Lehrpersonen, die keine Angst vor Tablets haben. Eine Diskursanalyse zum Schreiben über das Lehren und Lernen mit digitalen Medien in praxisinstruktiven Zeitschriften für die Grundschule

Zwischen Vermittlung und Versagung

Contact Info

Product

Resources

About