Gamebased Learning
Spiele für den Unterrichthttps://games-im-unterricht.de/games-und-konzepte
Methoden Handout: Schule und Gameshttps://www.gmk-net.de/wp-content/uploads/2019/03/gamescom2018_schule_games_methoden-handout.pdf
Through the darkest of timeshttps://handy-games.com/de/games/through-the-darkest-of-times/
Leons Identitäthttps://leon.nrw.de
Luna the Shadow Dust
Sackboy
Human Resource Machinehttps://store.steampowered.com/app/375820/Human_Resource_Machine/
7 Billion Humanshttps://store.steampowered.com/app/792100/7_Billion_Humans/
While True: learn()https://luden.io/wtl/
TIS-100 https://store.steampowered.com/app/370360/TIS100/
Exapunks https://store.steampowered.com/app/716490/EXAPUNKS/
Electricfunstuffhttps://www.electricfunstuff.com/
https://store.steampowered.com/app/1003090/Through_the_Darkest_of_Times/
Get tips, techniques, and tools that apply the principles of game design to the learning process -- a dynamic way to engage learners and help educators assess learning.https://www.edutopia.org/topic/game-based-learning
Immersive Technologies & Digital Games
https://www.preparecenter.org/topic/immersive-technologies-digital-games/
Digital Pedagogy, Gaming, and Mass Collaboration - Duke Frankilin Humanities Institute
https://guides.library.utoronto.ca/c.php?g=448614&p=3505475
* Create critical & reflective sandboxes
○ Set own goals
○ Make mistakes
○ Collaborate
○ Improvise
* "Play is fundamental to evolution."
* Twitter vs. Zombies (from humna vs. zombies) - Twitter legacy training
* Mooc Mooc
* Self-legislation: Schüler verwalten sich selbst
* Parameter des Ziels setzen, nicht das Ziel
* "Build a structure where learning can happen."
* "Das unerwartete muss passieren können."
Harnessing the power of game dynamics1: Why, how to, and how not to gamify the library experiencehttps://crln.acrl.org/index.php/crlnews/article/view/8811/9410#b8-0730465
Quest to learnhttps://www.q2l.org/about/
Does Game-Based Learning Work? Results from Three Recent Studies (2007)http://www.rickblunt.com/blunt_game_studies.pdf
The Educational affordances of Multi User Virtual Environments (MUVE) (2008)https://www.researchgate.net/profile/Nick_Mount/publication/42800114_Design_of_learning_spaces_in_3D_virtual_environments/links/5589f46608ae4e384e260ade.pdf#page=172
Experiential Learning: Experience as the Source of Learning and Developmenthttps://books.google.de/books?hl=de&lr=&id=jpbeBQAAQBAJ&oi=fnd&pg=PR7&ots=VnaWmX1TJd&sig=dPGfXpKZCzdmChHzuKlo1i1nFr4&redir_esc=y#v=onepage&q&f=false
https://library.educause.edu/-/media/files/library/2014/3/eli7106-pdf.pdf
"Scenario Professor Lehay teaches a course called French History: 1778–1871. This term, he begins with an activity in which each student is given a card with the name of a person in French history from the period covered by the course. Each student is to find his or her place at one of the tables, labeled Revolution (1778–1795), Rise of Napoleon (1796–1804), The First Empire (1804–1815), Restoration of Monarchy (1815–1848), and Second Empire (1848– 1871). As students mill about, they ask each other questions and put their heads together over tablet computers, smartphones, and textbooks. There is discussion and laughter, particularly when three students discover they each have the character Tallyrand. At first they all knot at a single table, but quickly they realize they need to split up because Tallyrand had a place in the governments represented by three of the tables. "