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\n\n \n \n 2020\n \n \n (4)\n \n \n
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\n \n \n\n \n \n \n \n \n Enhanced Assessment Approaches in Immersive Environments: Meeting Competency-Oriented Requirements in the Classroom.\n \n \n \n\n\n \n Maderer, J.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n Volume 916 2020.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Enhanced Assessment Approaches in Immersive Environments: Meeting Competency-Oriented Requirements in the Classroom},\n type = {book},\n year = {2020},\n source = {Advances in Intelligent Systems and Computing},\n keywords = {Assessment,Competences,Immersive environments,Physics education,STEM education},\n volume = {916},\n id = {0808ded1-0d0a-354e-9cbb-a3e98ed63587},\n created = {2020-03-11T09:39:40.412Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.412Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2020, Springer Nature Switzerland AG. The broader availability of high-tech devices enables the research and application of enhanced and novel teaching technologies in STEM education, such as 3D learning environments. Also, automated assessment and guidance mechanisms should be considered that meet the requirements of modern competency-oriented curricula and support teachers in the classroom. In this paper, we investigate the current adoption of digital assessment tools and simulations, how teachers and research experts assess students in competency-oriented learning settings and present an extended conceptual architecture for flexible automated assessment in immersive environments. First results indicate that basic e-assessment techniques are still not fully prevalent in secondary education, but most teachers have expressed interest in simulations with automated assessment features.},\n bibtype = {book},\n author = {Maderer, J. and Pirker, J. and Gütl, C.},\n doi = {10.1007/978-3-030-11932-4_72}\n}\n\n © 2020, Springer Nature Switzerland AG. The broader availability of high-tech devices enables the research and application of enhanced and novel teaching technologies in STEM education, such as 3D learning environments. Also, automated assessment and guidance mechanisms should be considered that meet the requirements of modern competency-oriented curricula and support teachers in the classroom. In this paper, we investigate the current adoption of digital assessment tools and simulations, how teachers and research experts assess students in competency-oriented learning settings and present an extended conceptual architecture for flexible automated assessment in immersive environments. First results indicate that basic e-assessment techniques are still not fully prevalent in secondary education, but most teachers have expressed interest in simulations with automated assessment features.\n
\n\n\n\n \n\n \n \n \n \n \n sCool - Game Based Learning in STEM Education: A Case Study in Secondary Education.\n \n \n \n\n\n \n Steinmaurer, A.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n Volume 916 2020.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {sCool - Game Based Learning in STEM Education: A Case Study in Secondary Education},\n type = {book},\n year = {2020},\n source = {Advances in Intelligent Systems and Computing},\n keywords = {Computational thinking,Game Based Learning,STEM},\n volume = {916},\n id = {4a890c73-1700-3946-89db-95c0131366b9},\n created = {2020-03-11T09:39:40.414Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.414Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2020, Springer Nature Switzerland AG. The game sCool [10] is a game-based tool to support learners in STEM education. It is a multi-platform mobile learning game designed for school children supporting a flexible and easy integration of various subjects and different courses. Based on the tool sCool, we present a first integrated course, which encourages children to learn computational thinking and coding in Python in a playful way. The course consists of an exploration mode and a practical mode. Thus, first, the students learn different concepts in an exploratory way and then apply the acquired knowledge in a practical mode through small programming tasks. In this paper, we present a practical approach of the tool in a classroom experience. We conducted an experiment with a group of students and evaluated different dimensions, i.e. aspects of motivation, engagement, emotions, and gender-specific issues. In this first evaluation, we found that the learners were highly motivated and encouraged to learn more about programming. It showed that both male and female participants achieved about the same performance in the game. However, results also suggests that the participants had problems to transfer the learned concepts into similar problems.},\n bibtype = {book},\n author = {Steinmaurer, A. and Pirker, J. and Gütl, C.},\n doi = {10.1007/978-3-030-11932-4_58}\n}\n\n © 2020, Springer Nature Switzerland AG. The game sCool [10] is a game-based tool to support learners in STEM education. It is a multi-platform mobile learning game designed for school children supporting a flexible and easy integration of various subjects and different courses. Based on the tool sCool, we present a first integrated course, which encourages children to learn computational thinking and coding in Python in a playful way. The course consists of an exploration mode and a practical mode. Thus, first, the students learn different concepts in an exploratory way and then apply the acquired knowledge in a practical mode through small programming tasks. In this paper, we present a practical approach of the tool in a classroom experience. We conducted an experiment with a group of students and evaluated different dimensions, i.e. aspects of motivation, engagement, emotions, and gender-specific issues. In this first evaluation, we found that the learners were highly motivated and encouraged to learn more about programming. It showed that both male and female participants achieved about the same performance in the game. However, results also suggests that the participants had problems to transfer the learned concepts into similar problems.\n
\n\n\n\n \n\n \n \n \n \n \n \n Immersive learning in real VR.\n \n \n \n \n\n\n \n Pirker, J.; Lesjak, I.; Kopf, J.; Kainz, A.; and Dini, A.\n\n\n \n\n\n\n Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11900 LNCS: 321-336. 2020.\n \n\n\n\n
\n\n\n\n \n \n![\"Immersive](\"//bibbase.org/img/filetypes/pdf.svg\"\n\t "\\"Paper\\"\n\t")
Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n \n \n 1 download\n \n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@article{\n title = {Immersive learning in real VR},\n type = {article},\n year = {2020},\n keywords = {360°VR,Immersive learning,Virtual reality},\n pages = {321-336},\n volume = {11900 LNCS},\n id = {21130b85-dd69-3cc8-94be-ea34a7570958},\n created = {2020-05-12T18:31:41.545Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:31:48.267Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n abstract = {Immersion is an essential factor for successful learning. Immersive learning environments put learners directly into experiences and events related to the learning content. Virtual reality (VR) experiences give us new opportunities and ways for enabling immersive learning processes. In this chapter, we review different learning environments that use (real) VR as a tool to teach in different learning settings and discuss the state-of-the-art design and evaluation techniques and analyze the benefits and limitations of the different methods.},\n bibtype = {article},\n author = {Pirker, Johanna and Lesjak, Isabel and Kopf, Johannes and Kainz, Alexander and Dini, Amir},\n doi = {10.1007/978-3-030-41816-8_14},\n journal = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)}\n}\n\n Immersion is an essential factor for successful learning. Immersive learning environments put learners directly into experiences and events related to the learning content. Virtual reality (VR) experiences give us new opportunities and ways for enabling immersive learning processes. In this chapter, we review different learning environments that use (real) VR as a tool to teach in different learning settings and discuss the state-of-the-art design and evaluation techniques and analyze the benefits and limitations of the different methods.\n
\n\n\n\n \n\n \n \n \n \n \n Jamming across borders: An exploratory study.\n \n \n \n\n\n \n Fowler, A.; Pirker, J.; and Arya, A.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2020. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Jamming across borders: An exploratory study},\n type = {inproceedings},\n year = {2020},\n keywords = {Collaboration,Game jams,Group work},\n id = {2fc010e8-55b2-3db9-b6d5-2af89823829e},\n created = {2020-11-08T23:59:00.000Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-11-12T20:07:54.935Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2020 ACM. The increase in participation in game jams has given rise to an increase in research and scholarly interest in the potential benefits of game jams. While these potential benefits can include international collaboration and diversity of ideas and personal networks, there is limited efforts in using such cross-border collaboration possibilities and studying them. In this exploratory study, the authors seek to understand the possible methods, potentials, and benefits of participants collaborating in different forms and across site or national borders. While the results are preliminary, the authors identify some potential solutions for game jam participants to form teams that span regional, national, or international borders.},\n bibtype = {inproceedings},\n author = {Fowler, A. and Pirker, J. and Arya, A.},\n doi = {10.1145/3409456.3409459},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n © 2020 ACM. The increase in participation in game jams has given rise to an increase in research and scholarly interest in the potential benefits of game jams. While these potential benefits can include international collaboration and diversity of ideas and personal networks, there is limited efforts in using such cross-border collaboration possibilities and studying them. In this exploratory study, the authors seek to understand the possible methods, potentials, and benefits of participants collaborating in different forms and across site or national borders. While the results are preliminary, the authors identify some potential solutions for game jam participants to form teams that span regional, national, or international borders.\n
\n\n\n\n
\n\n \n \n 2019\n \n \n (6)\n \n \n
\n \n \n \n
\n \n \n\n \n \n \n \n \n \n Social interactions in game jams: A jammer recommender tool.\n \n \n \n \n\n\n \n Pirker, J.; Punz, A.; and Kopf, J.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2019. \n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@inproceedings{\n title = {Social interactions in game jams: A jammer recommender tool},\n type = {inproceedings},\n year = {2019},\n keywords = {Game development,Game jam,Github,Social network analysis},\n id = {fcacf414-214c-3561-a785-3300b95251ac},\n created = {2020-03-11T09:39:40.362Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-07T13:09:54.230Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2019 ACM. In game jams, the jammer constellations and teams are essential elements for successful and engaging game jams and game jam outcomes. In this paper, we discuss and analyze group forming behavior in jam environments but also look at jammers who want to prefer to jam by themselves. In jam environments, especially the group forming task at the beginning of every game jam is essential for the success of the event and the outcomes. However, it is also one of the most challenging tasks. For this paper, we analyzed the data of the Global Game Jams between 2015-2018 with a focus on the formed groups as well as the linked Github profiles. Based on first results, we build an early prototype for recommending groups for the Global Game Jam automatically.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Punz, A. and Kopf, J.},\n doi = {10.1145/3337722.3341843},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n © 2019 ACM. In game jams, the jammer constellations and teams are essential elements for successful and engaging game jams and game jam outcomes. In this paper, we discuss and analyze group forming behavior in jam environments but also look at jammers who want to prefer to jam by themselves. In jam environments, especially the group forming task at the beginning of every game jam is essential for the success of the event and the outcomes. However, it is also one of the most challenging tasks. For this paper, we analyzed the data of the Global Game Jams between 2015-2018 with a focus on the formed groups as well as the linked Github profiles. Based on first results, we build an early prototype for recommending groups for the Global Game Jam automatically.\n
\n\n\n\n \n\n \n \n \n \n \n Scool - Game-based learning in computer science class A case study in secondary education.\n \n \n \n\n\n \n Steinmaurer, A.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n International Journal of Engineering Pedagogy, 9(2). 2019.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@article{\n title = {Scool - Game-based learning in computer science class A case study in secondary education},\n type = {article},\n year = {2019},\n keywords = {Computational thinking,Game-based learning,SCool,STEM},\n volume = {9},\n id = {ba31ce50-41ed-343d-85de-4dcd894c8dba},\n created = {2020-03-11T09:39:40.366Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.366Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2019 Kassel University Press GmbH. All rights reserved. In this paper we present a case study of the mobile learning game sCool [1]. Based on previous work presented Steinmaurer et. al. in [2] we have expanded our study with the introduction of a second experiment and with new additional aspects. sCool is a multi-platform game that is intended to encourage and support children learning computational thinking and coding in Python. The learning content is highly adaptable; educators can thus create own courses on an individual basis for the needs of their students. These courses involve a concept-learning and a practical mode. First, the students learn a specific concept and in a second step, they have to apply it in a practical task. For this purpose, we created a course to teach some basic programming concepts. Two student groups of different school types participated in class as a formal learning activity. In this paper we present the results of the evaluation of sCool in coding classes. Therefore, we focus on the performance, game engagement, emotions and the perception of the girls. Within this study we found out, that the students are interested in learning to code but do have problems to transfer the learned content to similar fields. We also found out, that there are slightly differences in the performance of the different types of students in terms of gender and school type.},\n bibtype = {article},\n author = {Steinmaurer, A. and Pirker, J. and Gütl, C.},\n doi = {10.3991/ijep.v9i2.9942},\n journal = {International Journal of Engineering Pedagogy},\n number = {2}\n}\n\n © 2019 Kassel University Press GmbH. All rights reserved. In this paper we present a case study of the mobile learning game sCool [1]. Based on previous work presented Steinmaurer et. al. in [2] we have expanded our study with the introduction of a second experiment and with new additional aspects. sCool is a multi-platform game that is intended to encourage and support children learning computational thinking and coding in Python. The learning content is highly adaptable; educators can thus create own courses on an individual basis for the needs of their students. These courses involve a concept-learning and a practical mode. First, the students learn a specific concept and in a second step, they have to apply it in a practical task. For this purpose, we created a course to teach some basic programming concepts. Two student groups of different school types participated in class as a formal learning activity. In this paper we present the results of the evaluation of sCool in coding classes. Therefore, we focus on the performance, game engagement, emotions and the perception of the girls. Within this study we found out, that the students are interested in learning to code but do have problems to transfer the learned content to similar fields. We also found out, that there are slightly differences in the performance of the different types of students in terms of gender and school type.\n
\n\n\n\n \n\n \n \n \n \n \n Foreword.\n \n \n \n\n\n \n Khosmood, F.; Apperley, T.; Pirker, J.; and Deterding, S.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2019. \n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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\n\n\n\n@inproceedings{\n title = {Foreword},\n type = {inproceedings},\n year = {2019},\n id = {239e477f-24e0-3723-9967-622ea2762a1e},\n created = {2020-03-11T09:39:40.672Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.672Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {inproceedings},\n author = {Khosmood, F. and Apperley, T. and Pirker, J. and Deterding, S.},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n \n\n \n \n \n \n \n \n Beyond the individual: Understanding social structures of an online player matchmaking website.\n \n \n \n \n\n\n \n Wallner, G.; Schinnerl, C.; Schiller, M.; Monte Calvo, A.; Pirker, J.; Sifa, R.; and Drachen, A.\n\n\n \n\n\n\n Entertainment Computing, 30. 2019.\n \n\n\n\n
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\n\n\n@article{\n title = {Beyond the individual: Understanding social structures of an online player matchmaking website},\n type = {article},\n year = {2019},\n keywords = {Community analysis,Destiny,Game analytics,Player-grouping services,Social network analysis},\n volume = {30},\n id = {7f6ba231-d57a-3197-be31-8306f472197b},\n created = {2020-03-11T09:39:41.280Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-07T13:09:49.960Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2019 The Authors Engagement and player experience in multi-player games is influenced by the people you play with. For that reason, grouping features and matchmaking facilities in games, as well as third-party services, have gained in popularity in the industry and player community as they assist in building and maintaining social relationships with like-minded players. Understanding how social connections are formed and how these relations can foster in-game activity offers insights for building and maintaining a player base and can, in turn, improve retention and engagement. This paper examines the social network formed by users of the the100.io – a social matchmaking website for the game Destiny. The service provides an opportunity to examine an online social network formed around a game combined with demographic and preference data. The paper explores the correlation of structural network properties with preference and game-related performance data, provides metrics useful for analyzing and understanding the structure of these kinds of player networks and showcases how community analysis and behavioral profiling can be applied to inform game developers about behavioral groupings in social player networks.},\n bibtype = {article},\n author = {Wallner, G. and Schinnerl, C. and Schiller, M.H. and Monte Calvo, A. and Pirker, J. and Sifa, R. and Drachen, A.},\n doi = {10.1016/j.entcom.2019.01.002},\n journal = {Entertainment Computing}\n}\n\n © 2019 The Authors Engagement and player experience in multi-player games is influenced by the people you play with. For that reason, grouping features and matchmaking facilities in games, as well as third-party services, have gained in popularity in the industry and player community as they assist in building and maintaining social relationships with like-minded players. Understanding how social connections are formed and how these relations can foster in-game activity offers insights for building and maintaining a player base and can, in turn, improve retention and engagement. This paper examines the social network formed by users of the the100.io – a social matchmaking website for the game Destiny. The service provides an opportunity to examine an online social network formed around a game combined with demographic and preference data. The paper explores the correlation of structural network properties with preference and game-related performance data, provides metrics useful for analyzing and understanding the structure of these kinds of player networks and showcases how community analysis and behavioral profiling can be applied to inform game developers about behavioral groupings in social player networks.\n
\n\n\n\n \n\n \n \n \n \n \n \n Virtual Reality STEM Education from a Teacher's Perspective.\n \n \n \n \n\n\n \n Pirker, J.; Holly, M.; Almer, H.; Gütl, C.; and Belcher, J.\n\n\n \n\n\n\n iLRN 2019 London, Workshop, Long and Short Paper, and Poster Proceedings,1-8. 2019.\n \n\n\n\n
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\n\n\n\n@article{\n title = {Virtual Reality STEM Education from a Teacher's Perspective},\n type = {article},\n year = {2019},\n keywords = {interactive simula-,stem education,virtual reality,vr},\n pages = {1-8},\n websites = {http://jpirker.com/wp-content/uploads/2013/09/2019_ILRN_Maroon_Teachers___Final_Version_Short_Paper_ILRN.pdf},\n id = {44d6151b-a207-327d-8194-db5120b3be86},\n created = {2020-05-12T18:31:41.639Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:36:50.940Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n bibtype = {article},\n author = {Pirker, J and Holly, M and Almer, H and Gütl, C and Belcher, JW},\n journal = {iLRN 2019 London, Workshop, Long and Short Paper, and Poster Proceedings}\n}\n\n \n\n \n \n \n \n \n \n MaroonVR—An Interactive and Immersive Virtual Reality Physics Laboratory.\n \n \n \n \n\n\n \n Pirker, J.; Holly, M.; Lesjak, I.; Kopf, J.; and Gütl, C.\n\n\n \n\n\n\n Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education. Springer,213-238. 2019.\n \n\n\n\n
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\n\n\n\n@article{\n title = {MaroonVR—An Interactive and Immersive Virtual Reality Physics Laboratory},\n type = {article},\n year = {2019},\n pages = {213-238},\n id = {ae2582b6-aa49-308c-a436-b1b151eef007},\n created = {2020-05-12T18:31:41.642Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:31:52.005Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n bibtype = {article},\n author = {Pirker, Johanna and Holly, Michael and Lesjak, Isabel and Kopf, Johannes and Gütl, Christian},\n doi = {10.1007/978-981-13-8265-9_11},\n journal = {Learning in a Digital World: Perspective on Interactive Technologies for Formal and Informal Education. Springer}\n}\n\n
\n\n \n \n 2018\n \n \n (10)\n \n \n
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\n \n \n\n \n \n \n \n \n \n Social Network Analysis in Games User Research.\n \n \n \n \n\n\n \n Pirker, J.\n\n\n \n\n\n\n 2018.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@book{\n title = {Social Network Analysis in Games User Research},\n type = {book},\n year = {2018},\n source = {Games User Research},\n keywords = {Game development,Games User Research,Play Experience,Playtesting,Social Network Analysis,Social Networks,User Experience,User testing},\n id = {c9ccc2bb-198a-39f4-b5c2-48309c225300},\n created = {2020-03-11T09:39:40.233Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-07T13:09:52.255Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Oxford University Press 2018. All rights reserved. This chapter is an introduction to Social Network Analysis (SNA) with a focus on the context of player and in-game data. An overview of the key elements for network analysis is presented along with a discussion of the possibilities that can be realized through the use of networks and advice on using networks for Games User Research (GUR) to understand player behaviour in a social context.},\n bibtype = {book},\n author = {Pirker, J.},\n doi = {10.1093/oso/9780198794844.003.0029}\n}\n\n © Oxford University Press 2018. All rights reserved. This chapter is an introduction to Social Network Analysis (SNA) with a focus on the context of player and in-game data. An overview of the key elements for network analysis is presented along with a discussion of the possibilities that can be realized through the use of networks and advice on using networks for Games User Research (GUR) to understand player behaviour in a social context.\n
\n\n\n\n \n\n \n \n \n \n \n iLRN 2018 special tracks preface.\n \n \n \n\n\n \n Pirker, J.; and Fowler, A.\n\n\n \n\n\n\n Volume 840 2018.\n \n\n\n\n
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\n\n\n\n@book{\n title = {iLRN 2018 special tracks preface},\n type = {book},\n year = {2018},\n source = {Communications in Computer and Information Science},\n volume = {840},\n id = {4e8a4339-3667-33bc-a919-2f23a5e7543e},\n created = {2020-03-11T09:39:40.235Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.235Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {book},\n author = {Pirker, J. and Fowler, A.}\n}\n\n \n\n \n \n \n \n \n \n PTD: Player Type Design to Foster Engaging and Playful Learning Experiences.\n \n \n \n \n\n\n \n Pirker, J.; Gütl, C.; and Löffler, J.\n\n\n \n\n\n\n Volume 715 2018.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@book{\n title = {PTD: Player Type Design to Foster Engaging and Playful Learning Experiences},\n type = {book},\n year = {2018},\n source = {Advances in Intelligent Systems and Computing},\n keywords = {Computer games,Design guidelines,Education,Engagement,Game-based learning,Player types},\n volume = {715},\n id = {d2f09f15-9562-328b-8814-e1c6c22a189c},\n created = {2020-03-11T09:39:40.469Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:44:51.107Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing AG 2018. In this paper we present a design model, PTD (Player Type Design), to create engaging gaming and non-gaming experiences for attracting different types of players to learning settings. Based on Bartle’s four player types, elements grounded on game design theory are introduced to design collaborative, competitive, explorative, and rewarding learning experiences. We illustrate the use of the framework on two different experiences. The main contribution of this paper is the design model “PTD”, which can be used to create and also analyse engaging experiences in different contexts (gaming and non-gaming) based on different player types as known from game design theory. The model is evaluated with two different experiences: (1) a blended learning experience, (2) a mobile game with purpose.},\n bibtype = {book},\n author = {Pirker, J. and Gütl, C. and Löffler, J.},\n doi = {10.1007/978-3-319-73210-7_58}\n}\n\n © Springer International Publishing AG 2018. In this paper we present a design model, PTD (Player Type Design), to create engaging gaming and non-gaming experiences for attracting different types of players to learning settings. Based on Bartle’s four player types, elements grounded on game design theory are introduced to design collaborative, competitive, explorative, and rewarding learning experiences. We illustrate the use of the framework on two different experiences. The main contribution of this paper is the design model “PTD”, which can be used to create and also analyse engaging experiences in different contexts (gaming and non-gaming) based on different player types as known from game design theory. The model is evaluated with two different experiences: (1) a blended learning experience, (2) a mobile game with purpose.\n
\n\n\n\n \n\n \n \n \n \n \n An educational physics laboratory in mobile versus room scale virtual reality - A comparative study.\n \n \n \n\n\n \n Pirker, J.; Lesjak, I.; Parger, M.; and Gütl, C.\n\n\n \n\n\n\n Volume 22 2018.\n \n\n\n\n
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\n\n\n@book{\n title = {An educational physics laboratory in mobile versus room scale virtual reality - A comparative study},\n type = {book},\n year = {2018},\n source = {Lecture Notes in Networks and Systems},\n keywords = {Immersion,Physics education,Virtual reality},\n volume = {22},\n id = {f8e08e0d-9f76-3b44-8521-0fc2f762298f},\n created = {2020-03-11T09:39:40.717Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.717Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing AG 2018. Despite year-long efforts in education, studying and understanding physical phenomena still proves to be a challenge to both learners and educators. However, with the current rise of Virtual Reality experiences, interactive immersive simulations in 3D are becoming a promising tool with great potential to enhance and support traditional classroom setups and experiences in an engaging and immersive way. The paper describes the evaluation of the physics laboratory Maroon presented on two distinct VR setups: First, a mobile and cost-efficient but simpler VR experience with the Samsung GEAR and second, a more interactive room scale experience with the HTC VIVE. First results of both preliminary empirical studies indicate that the VIVE environment increases user interactivity and engagement whereas the GEAR setup benefits from portability and better flexibility. In this paper we discuss device-specific design aspects and provide a comparison focusing on aspects such as immersion, engagement, presence and motivation.},\n bibtype = {book},\n author = {Pirker, J. and Lesjak, I. and Parger, M. and Gütl, C.},\n doi = {10.1007/978-3-319-64352-6_95}\n}\n\n © Springer International Publishing AG 2018. Despite year-long efforts in education, studying and understanding physical phenomena still proves to be a challenge to both learners and educators. However, with the current rise of Virtual Reality experiences, interactive immersive simulations in 3D are becoming a promising tool with great potential to enhance and support traditional classroom setups and experiences in an engaging and immersive way. The paper describes the evaluation of the physics laboratory Maroon presented on two distinct VR setups: First, a mobile and cost-efficient but simpler VR experience with the Samsung GEAR and second, a more interactive room scale experience with the HTC VIVE. First results of both preliminary empirical studies indicate that the VIVE environment increases user interactivity and engagement whereas the GEAR setup benefits from portability and better flexibility. In this paper we discuss device-specific design aspects and provide a comparison focusing on aspects such as immersion, engagement, presence and motivation.\n
\n\n\n\n \n\n \n \n \n \n \n \n Social aspects of the game development process in the global gam jam.\n \n \n \n \n\n\n \n Pirker, J.; Punz, A.; Lesjak, I.; and Drachen, A.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2018. \n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@inproceedings{\n title = {Social aspects of the game development process in the global gam jam},\n type = {inproceedings},\n year = {2018},\n keywords = {Game development,Game jam,Social network analysis},\n id = {5cec2223-9b0d-31f0-a0f8-4dbd5ee32af7},\n created = {2020-03-11T09:39:40.719Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-07T13:09:43.492Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2018 Copyright is held by the owner/author(s). Game jamming is a valuable tool and process to connect game developers from a range of disciplines such as art, programming, audio engineering, or story-telling. The Global Game Jam® (GGJ) thus fundamentally supports the process of connecting people, and forms a basis for studying teamwork formation and -mechanics. It is an annual event, where participants (jammers) meet on physical locations to develop games together within a short time-span of 48 hours. People with similar interest but different skill-sets have the chance to meet and collaborate to create prototypes of games together, whether digital or analog. In this explorative study, data from the GGJ website across four years of game jams and their participants are analyzed, towards investigating group interaction and group forming behavior. The focus is on using social network analysis and social metrics to evaluate the influence of a) jammer skillset and b) jam locations, on social and communicative structures among game jammers in the GGJ environment. The findings suggest that different skill-sets support different forms of social structures and also setups in countries refer to different group sizes and different social structures.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Punz, A. and Lesjak, I. and Drachen, A.},\n doi = {10.1145/3196697.3196700},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n © 2018 Copyright is held by the owner/author(s). Game jamming is a valuable tool and process to connect game developers from a range of disciplines such as art, programming, audio engineering, or story-telling. The Global Game Jam® (GGJ) thus fundamentally supports the process of connecting people, and forms a basis for studying teamwork formation and -mechanics. It is an annual event, where participants (jammers) meet on physical locations to develop games together within a short time-span of 48 hours. People with similar interest but different skill-sets have the chance to meet and collaborate to create prototypes of games together, whether digital or analog. In this explorative study, data from the GGJ website across four years of game jams and their participants are analyzed, towards investigating group interaction and group forming behavior. The focus is on using social network analysis and social metrics to evaluate the influence of a) jammer skillset and b) jam locations, on social and communicative structures among game jammers in the GGJ environment. The findings suggest that different skill-sets support different forms of social structures and also setups in countries refer to different group sizes and different social structures.\n
\n\n\n\n \n\n \n \n \n \n \n \n Motivational active learning in blended and virtual learning scenarios: Engaging students in digital learning.\n \n \n \n \n\n\n \n Pirker, J.; Riffnaller-Schiefer, M.; Tomes, L.; and Gütl, C.\n\n\n \n\n\n\n Volume 2 2018.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n\n
\n\n\n@book{\n title = {Motivational active learning in blended and virtual learning scenarios: Engaging students in digital learning},\n type = {book},\n year = {2018},\n source = {Online Course Management: Concepts, Methodologies, Tools, and Applications},\n volume = {2},\n id = {60f11a62-6f7a-3b10-aefc-8c4fea5f68a4},\n created = {2020-03-11T09:39:40.756Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:44:30.943Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2018, IGI Global. All rights reserved. The way people learn has changed over the last years. New pedagogical theories show that engaging and active learning approaches are particularly successful in improving conceptual understanding and enhancing the students' learning success and motivation. The Motivational Active Learning approach combines engagement strategies based on active and collaborative learning models with gamification. While many active learning models rely on in-class setups and active and personal interactions between students and between instructors, MAL was designed to integrate active learning in different settings. Our research project focuses on enhanced learning strategies with MAL in different computersupported scenarios. This chapter outlines the potential of the pedagogical model MAL (Motivational Active Learning) in the context of blended and virtual learning scenarios; it also summarizes relevant literature and discusses implications and future work.},\n bibtype = {book},\n author = {Pirker, J. and Riffnaller-Schiefer, M. and Tomes, L.M. and Gütl, C.},\n doi = {10.4018/978-1-5225-5472-1.ch047}\n}\n\n © 2018, IGI Global. All rights reserved. The way people learn has changed over the last years. New pedagogical theories show that engaging and active learning approaches are particularly successful in improving conceptual understanding and enhancing the students' learning success and motivation. The Motivational Active Learning approach combines engagement strategies based on active and collaborative learning models with gamification. While many active learning models rely on in-class setups and active and personal interactions between students and between instructors, MAL was designed to integrate active learning in different settings. Our research project focuses on enhanced learning strategies with MAL in different computersupported scenarios. This chapter outlines the potential of the pedagogical model MAL (Motivational Active Learning) in the context of blended and virtual learning scenarios; it also summarizes relevant literature and discusses implications and future work.\n
\n\n\n\n \n\n \n \n \n \n \n \n Analyzing player networks in Destiny.\n \n \n \n \n\n\n \n Pirker, J.; Rattinger, A.; Drachen, A.; and Sifa, R.\n\n\n \n\n\n\n Entertainment Computing, 25. 2018.\n \n\n\n\n
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\n\n\n@article{\n title = {Analyzing player networks in Destiny},\n type = {article},\n year = {2018},\n keywords = {Behavior analysis,Destiny,Game analytics,Multi-player,Player network,Social network analysis},\n volume = {25},\n id = {9bf73ff2-9781-3ca1-be80-efdff1c5ca20},\n created = {2020-03-11T09:39:40.760Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-07T13:09:40.970Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2017 The Authors Destiny is a hybrid online shooter sharing features with Massively Multi-Player Online Games and first-person shooters and is the to date the most expensive digital game produced. It has attracted millions of players to compete or collaborate within a persistent online environment. In multiplayer online games, the interaction between the players and the social community that forms in persistent games forms a crucial element in retaining and entertaining players. Social networks in games have thus been a focus of research, but the relationships between player behavior, performance, engagement and the networks forming as a result of interactions, are not well understood. In this paper, a large-scale study of social networks in hybrid online games/shooters is presented. In a network of over 3 million players, the connections formed via direct competitive play are explored and analyzed to answer five main research question focusing on the patterns of players who play with the same people and those who play with random groups, and how differences in this behavior influence performance and engagement metrics. Results show that players with stronger social relationships have a higher performance based on win/loss ratio and kill/death ratio, as well as a tendency to play more and longer.},\n bibtype = {article},\n author = {Pirker, J. and Rattinger, A. and Drachen, A. and Sifa, R.},\n doi = {10.1016/j.entcom.2017.12.001},\n journal = {Entertainment Computing}\n}\n\n © 2017 The Authors Destiny is a hybrid online shooter sharing features with Massively Multi-Player Online Games and first-person shooters and is the to date the most expensive digital game produced. It has attracted millions of players to compete or collaborate within a persistent online environment. In multiplayer online games, the interaction between the players and the social community that forms in persistent games forms a crucial element in retaining and entertaining players. Social networks in games have thus been a focus of research, but the relationships between player behavior, performance, engagement and the networks forming as a result of interactions, are not well understood. In this paper, a large-scale study of social networks in hybrid online games/shooters is presented. In a network of over 3 million players, the connections formed via direct competitive play are explored and analyzed to answer five main research question focusing on the patterns of players who play with the same people and those who play with random groups, and how differences in this behavior influence performance and engagement metrics. Results show that players with stronger social relationships have a higher performance based on win/loss ratio and kill/death ratio, as well as a tendency to play more and longer.\n
\n\n\n\n \n\n \n \n \n \n \n Improving Physics education through different immersive and engaging laboratory setups.\n \n \n \n\n\n \n Pirker, J.; Holly, M.; Hipp, P.; König, C.; Jeitler, D.; and Gütl, C.\n\n\n \n\n\n\n Volume 725 2018.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Improving Physics education through different immersive and engaging laboratory setups},\n type = {book},\n year = {2018},\n source = {Advances in Intelligent Systems and Computing},\n keywords = {Immersion,Physics education,Virtual reality},\n volume = {725},\n id = {04eb3590-ea4f-38bf-942c-60a2d6193c0f},\n created = {2020-03-11T09:39:41.150Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.150Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing AG, a part of Springer Nature 2018. Virtual and remote laboratories have been shown as valuable tools to support learners in understanding concepts. They provide an experimentation space in a safe, remote, and flexible way. However, the missing realism and lack of hands-on experience are often pointed out as a downside. This can also be described as a missing feeling of immersion and presence. Emerging virtual reality tools providing full-body tracking and even force-feedback when interacting with experiments support this sense of immersion and engage focused learning. Collaborative virtual setups additional add features to enable engaging discussions and social experiences. In this paper, we investigate learning experiences within a virtual laboratory environment in a room-scale virtual reality setup, a traditional screen-based solution, and mobile VR settings supporting multi-user setups. In two experiments setup as A/B studies, we investigate and compare the settings with a focus on comparing immersion, engagement, usability, and learning experience.},\n bibtype = {book},\n author = {Pirker, J. and Holly, M.S. and Hipp, P. and König, C. and Jeitler, D. and Gütl, C.},\n doi = {10.1007/978-3-319-75175-7_44}\n}\n\n © Springer International Publishing AG, a part of Springer Nature 2018. Virtual and remote laboratories have been shown as valuable tools to support learners in understanding concepts. They provide an experimentation space in a safe, remote, and flexible way. However, the missing realism and lack of hands-on experience are often pointed out as a downside. This can also be described as a missing feeling of immersion and presence. Emerging virtual reality tools providing full-body tracking and even force-feedback when interacting with experiments support this sense of immersion and engage focused learning. Collaborative virtual setups additional add features to enable engaging discussions and social experiences. In this paper, we investigate learning experiences within a virtual laboratory environment in a room-scale virtual reality setup, a traditional screen-based solution, and mobile VR settings supporting multi-user setups. In two experiments setup as A/B studies, we investigate and compare the settings with a focus on comparing immersion, engagement, usability, and learning experience.\n
\n\n\n\n \n\n \n \n \n \n \n Analyzing player networks in Destiny.\n \n \n \n\n\n \n Pirker, J.; Rattinger, A.; Drachen, A.; and Sifa, R.\n\n\n \n\n\n\n Entertainment Computing, 25: 71-83. 3 2018.\n \n\n\n\n
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\n\n\n@article{\n title = {Analyzing player networks in Destiny},\n type = {article},\n year = {2018},\n keywords = {Games},\n pages = {71-83},\n volume = {25},\n month = {3},\n publisher = {Elsevier B.V.},\n day = {1},\n id = {7f7ee3f5-e891-3150-a892-d646e25af534},\n created = {2020-05-12T18:35:52.799Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:35:52.799Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n citation_key = {Pirker2018b},\n private_publication = {false},\n abstract = {Destiny is a hybrid online shooter sharing features with Massively Multi-Player Online Games and first-person shooters and is the to date the most expensive digital game produced. It has attracted millions of players to compete or collaborate within a persistent online environment. In multiplayer online games, the interaction between the players and the social community that forms in persistent games forms a crucial element in retaining and entertaining players. Social networks in games have thus been a focus of research, but the relationships between player behavior, performance, engagement and the networks forming as a result of interactions, are not well understood. In this paper, a large-scale study of social networks in hybrid online games/shooters is presented. In a network of over 3 million players, the connections formed via direct competitive play are explored and analyzed to answer five main research question focusing on the patterns of players who play with the same people and those who play with random groups, and how differences in this behavior influence performance and engagement metrics. Results show that players with stronger social relationships have a higher performance based on win/loss ratio and kill/death ratio, as well as a tendency to play more and longer.},\n bibtype = {article},\n author = {Pirker, Johanna and Rattinger, André and Drachen, Anders and Sifa, Rafet},\n doi = {10.1016/j.entcom.2017.12.001},\n journal = {Entertainment Computing}\n}\n\n Destiny is a hybrid online shooter sharing features with Massively Multi-Player Online Games and first-person shooters and is the to date the most expensive digital game produced. It has attracted millions of players to compete or collaborate within a persistent online environment. In multiplayer online games, the interaction between the players and the social community that forms in persistent games forms a crucial element in retaining and entertaining players. Social networks in games have thus been a focus of research, but the relationships between player behavior, performance, engagement and the networks forming as a result of interactions, are not well understood. In this paper, a large-scale study of social networks in hybrid online games/shooters is presented. In a network of over 3 million players, the connections formed via direct competitive play are explored and analyzed to answer five main research question focusing on the patterns of players who play with the same people and those who play with random groups, and how differences in this behavior influence performance and engagement metrics. Results show that players with stronger social relationships have a higher performance based on win/loss ratio and kill/death ratio, as well as a tendency to play more and longer.\n
\n\n\n\n \n\n \n \n \n \n \n \n Inside the Group: Investigating Social Structures in Player Groups and Their Influence on Activity.\n \n \n \n \n\n\n \n Schiller, M., H.; Wallner, G.; Schinnerl, C.; Calvo, A., M.; Pirker, J.; Sifa, R.; and Drachen, A.\n\n\n \n\n\n\n IEEE Transactions on Games, 11(4): 416-425. 2018.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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\n\n\n@article{\n title = {Inside the Group: Investigating Social Structures in Player Groups and Their Influence on Activity},\n type = {article},\n year = {2018},\n pages = {416-425},\n volume = {11},\n id = {80b22c4a-9318-32c5-84ae-831ed09cc4a0},\n created = {2020-05-12T18:35:52.801Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:35:56.680Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n abstract = {Social features, matchmaking, and grouping functions are key elements of online multi-player experiences. Understanding how social connections form in and around games and their relationship to in-game activity offers insights for building and maintaining player bases and for improving engagement and retention. This paper presents an analysis of the groups formed by users of the the100.io - a social matchmaking website for different commercial titles, including Destiny on which we focus in this paper. Groups formed on the100.io can be described across a range of social network related metrics. Also, the social network formed within a group is evaluated in combination with user-provided demographic and preference data. Archetypal analysis is used to classify groups into archetypes and a correlation analysis is presented covering the effect of group characteristics on in-game-activity. Finally, weekly activity profiles are described. Our results indicate that group size as well as the number of moderators within a group and their connectedness to other team members influences a group's activity. We also identified four prototypical types of groups with different characteristics concerning composition, social cohesion, and activity.},\n bibtype = {article},\n author = {Schiller, Michael H. and Wallner, Gunter and Schinnerl, Christopher and Calvo, Alexander Monte and Pirker, Johanna and Sifa, Rafet and Drachen, Anders},\n doi = {10.1109/tg.2018.2858024},\n journal = {IEEE Transactions on Games},\n number = {4}\n}\n\n Social features, matchmaking, and grouping functions are key elements of online multi-player experiences. Understanding how social connections form in and around games and their relationship to in-game activity offers insights for building and maintaining player bases and for improving engagement and retention. This paper presents an analysis of the groups formed by users of the the100.io - a social matchmaking website for different commercial titles, including Destiny on which we focus in this paper. Groups formed on the100.io can be described across a range of social network related metrics. Also, the social network formed within a group is evaluated in combination with user-provided demographic and preference data. Archetypal analysis is used to classify groups into archetypes and a correlation analysis is presented covering the effect of group characteristics on in-game-activity. Finally, weekly activity profiles are described. Our results indicate that group size as well as the number of moderators within a group and their connectedness to other team members influences a group's activity. We also identified four prototypical types of groups with different characteristics concerning composition, social cohesion, and activity.\n
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\n \n \n\n \n \n \n \n \n iLRN 2017 special tracks preface.\n \n \n \n\n\n \n Pirker, J.; and Khosmood, F.\n\n\n \n\n\n\n Volume 725 2017.\n \n\n\n\n
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\n\n\n \n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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\n\n\n\n@book{\n title = {iLRN 2017 special tracks preface},\n type = {book},\n year = {2017},\n source = {Communications in Computer and Information Science},\n volume = {725},\n id = {7ec2f97b-dabc-3903-9990-d1068ee09177},\n created = {2020-03-11T09:39:40.279Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.279Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {book},\n author = {Pirker, J. and Khosmood, F.}\n}\n\n \n\n \n \n \n \n \n Maroon VR: A Room-Scale Physics Laboratory Experience.\n \n \n \n\n\n \n Pirker, J.; Lesjak, I.; and Guetl, C.\n\n\n \n\n\n\n In Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017, 2017. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Maroon VR: A Room-Scale Physics Laboratory Experience},\n type = {inproceedings},\n year = {2017},\n keywords = {physics education,virtual laboratory,virtual reality},\n id = {852acf09-71aa-3a24-b877-c0f005e9af6d},\n created = {2020-03-11T09:39:40.479Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.479Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2017 IEEE. Understanding physical phenomena is still a challenging task. Three-dimensional interactive simulations are a valuable tool to support understanding. We implemented different physical simulations designed so that students can interact and learn with them. However, student engagement is crucial to support the learning process. Virtual reality applications offer a promising way to engage and immerse students in three-dimensional environments and to keep them focused on the learning task. In this paper, we explore interactive virtual reality experiences implemented with HTC Vive as an alternative form of learning tool supporting engagement and to support the ability to concentrate better on the learning tasks. We ran a two-fold user study in which 19 students evaluated the experience looking at engagement, motivation, usability, and learning. First results indicate that such experiences are well suited as a supplement to traditional in-class learning and that they support realistic laboratory setups and simulations in an engaging, interesting, and immersive way and help students to focus more on the learning task compared to traditional applications.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Lesjak, I. and Guetl, C.},\n doi = {10.1109/ICALT.2017.92},\n booktitle = {Proceedings - IEEE 17th International Conference on Advanced Learning Technologies, ICALT 2017}\n}\n\n © 2017 IEEE. Understanding physical phenomena is still a challenging task. Three-dimensional interactive simulations are a valuable tool to support understanding. We implemented different physical simulations designed so that students can interact and learn with them. However, student engagement is crucial to support the learning process. Virtual reality applications offer a promising way to engage and immerse students in three-dimensional environments and to keep them focused on the learning task. In this paper, we explore interactive virtual reality experiences implemented with HTC Vive as an alternative form of learning tool supporting engagement and to support the ability to concentrate better on the learning tasks. We ran a two-fold user study in which 19 students evaluated the experience looking at engagement, motivation, usability, and learning. First results indicate that such experiences are well suited as a supplement to traditional in-class learning and that they support realistic laboratory setups and simulations in an engaging, interesting, and immersive way and help students to focus more on the learning task compared to traditional applications.\n
\n\n\n\n \n\n \n \n \n \n \n An educational physics laboratory in mobile versus room scale virtual reality - A comparative study.\n \n \n \n\n\n \n Pirker, J.; Lesjak, I.; and Gütl, C.\n\n\n \n\n\n\n International Journal of Online Engineering, 13(8). 2017.\n \n\n\n\n
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\n\n\n@article{\n title = {An educational physics laboratory in mobile versus room scale virtual reality - A comparative study},\n type = {article},\n year = {2017},\n keywords = {Engagement,Immersion,Physics education,Virtual reality},\n volume = {13},\n id = {f7208177-fc75-3365-99a2-9da6c2dd954c},\n created = {2020-03-11T09:39:40.531Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.531Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {The emergence of new digital tools supporting immersive and engaging learning through Virtual Reality is opening up new paths for both distance, but also classroom learning. In this article we discuss the virtual physics laboratory "Maroon" and discuss experiences with Maroon in a cost-effective mobile setup with a mobile VR experience through Samsung GEAR and compare it with a more interactive VR experience in room-scale VR with HTC Vive. We describe a comparative evaluation of these two setups in order to identify chances and challenges of both setups. First results indicate more flexibility and portability with the mobile setup, while the room-scale setup profits of a highly interactive and hands-on experience. We discuss and compare the two setups based on immersion, engagement, presence, and motivation.},\n bibtype = {article},\n author = {Pirker, J. and Lesjak, I. and Gütl, C.},\n doi = {10.3991/ijoe.v13i08.7371},\n journal = {International Journal of Online Engineering},\n number = {8}\n}\n\n The emergence of new digital tools supporting immersive and engaging learning through Virtual Reality is opening up new paths for both distance, but also classroom learning. In this article we discuss the virtual physics laboratory \"Maroon\" and discuss experiences with Maroon in a cost-effective mobile setup with a mobile VR experience through Samsung GEAR and compare it with a more interactive VR experience in room-scale VR with HTC Vive. We describe a comparative evaluation of these two setups in order to identify chances and challenges of both setups. First results indicate more flexibility and portability with the mobile setup, while the room-scale setup profits of a highly interactive and hands-on experience. We discuss and compare the two setups based on immersion, engagement, presence, and motivation.\n
\n\n\n\n \n\n \n \n \n \n \n Social network analysis of the global game jam network.\n \n \n \n\n\n \n Pirker, J.; Khosmood, F.; and Gütl, C.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2017. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Social network analysis of the global game jam network},\n type = {inproceedings},\n year = {2017},\n keywords = {Game development,Game jam,Global jam jam,Social network analysis},\n id = {63055df9-8084-3b13-aaad-2daa8ce3f596},\n created = {2020-03-11T09:39:40.540Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.540Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {The Global Game Jam® is an annual game jam event promoting on-site and collaborative game development experiences. It attracts tens of thousands of participants, called "game jammers" or "jammers", from all around the world developing games at the same weekend to the same theme. The key characteristics of this event can be described on the one hand as social and communal, and on the other hand, as global and international. In this work, we analyze the social connections between the jammers with social network analysis and discuss the potential of social network analysis for this field. Our results indicate that jammers are most likely to work on teams between two and five members and often work together with the same colleagues. Also, while the game jam is a highly international event, jammers barely change their geographical locations. The Global Game Jam location graph is thus barely connected but divided into subgraphs.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Khosmood, F. and Gütl, C.},\n doi = {10.1145/3055116.3055117},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n The Global Game Jam® is an annual game jam event promoting on-site and collaborative game development experiences. It attracts tens of thousands of participants, called \"game jammers\" or \"jammers\", from all around the world developing games at the same weekend to the same theme. The key characteristics of this event can be described on the one hand as social and communal, and on the other hand, as global and international. In this work, we analyze the social connections between the jammers with social network analysis and discuss the potential of social network analysis for this field. Our results indicate that jammers are most likely to work on teams between two and five members and often work together with the same colleagues. Also, while the game jam is a highly international event, jammers barely change their geographical locations. The Global Game Jam location graph is thus barely connected but divided into subgraphs.\n
\n\n\n\n \n\n \n \n \n \n \n Gesture-based interactions in video games with the leap motion controller.\n \n \n \n\n\n \n Pirker, J.; Pojer, M.; Holzinger, A.; and Gütl, C.\n\n\n \n\n\n\n Volume 10271 2017.\n \n\n\n\n
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\n\n\n@book{\n title = {Gesture-based interactions in video games with the leap motion controller},\n type = {book},\n year = {2017},\n source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},\n keywords = {Game input,Hand tracking,Input devices,Natural input},\n volume = {10271},\n id = {55aec8a5-33fe-3ed6-b39c-cd904e07f019},\n created = {2020-03-11T09:39:40.798Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.798Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2017, Springer International Publishing AG. This paper explores the Leap Motion controller as gesture-controlled input device for computer games. We integrate gesture-based interactions into two different game setups to explore the suitability of this input device for interactive entertainment with focus on usability, user engagement, and personal motion control sensitivity, and compare it with traditional keyboard controls. In a first user study with 15 participants we evaluate the experience with the Leap Motion controller in the two different game setups. We also investigate differences between gamers and non-gamers. The results indicate the potential in terms of user engagement and training efforts for short-time experiences. However, the study results also indicate usability issues. The experiences with gesture-based controls are rated as exhausting after about 20 min. While the suitability for traditional video games is thus described as limited, users see potential in gesture-based controls as training and rehabilitation tools.},\n bibtype = {book},\n author = {Pirker, J. and Pojer, M. and Holzinger, A. and Gütl, C.},\n doi = {10.1007/978-3-319-58071-5_47}\n}\n\n © 2017, Springer International Publishing AG. This paper explores the Leap Motion controller as gesture-controlled input device for computer games. We integrate gesture-based interactions into two different game setups to explore the suitability of this input device for interactive entertainment with focus on usability, user engagement, and personal motion control sensitivity, and compare it with traditional keyboard controls. In a first user study with 15 participants we evaluate the experience with the Leap Motion controller in the two different game setups. We also investigate differences between gamers and non-gamers. The results indicate the potential in terms of user engagement and training efforts for short-time experiences. However, the study results also indicate usability issues. The experiences with gesture-based controls are rated as exhausting after about 20 min. While the suitability for traditional video games is thus described as limited, users see potential in gesture-based controls as training and rehabilitation tools.\n
\n\n\n\n \n\n \n \n \n \n \n Mythhunter: Gamification in an educational location-based scavenger hunt.\n \n \n \n\n\n \n Hutzler, A.; Wagner, R.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n Volume 725 2017.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Mythhunter: Gamification in an educational location-based scavenger hunt},\n type = {book},\n year = {2017},\n source = {Communications in Computer and Information Science},\n keywords = {Educational games,Game-based learning,Gamification,Geodata,Location-based learning,Scavenger hunt},\n volume = {725},\n id = {488a6a66-51d8-384d-96d2-1dc7dd5dfea3},\n created = {2020-03-11T09:39:40.810Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.810Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing AG 2017. Location-based applications have great potential to let users explore the environment in an immersive and engaging way. Digital scavenger hunts have a great potential as teaching and instructional guiding tool. However, many tools only guide users but are not designed as meaningful and engaging experiences. Adding more story-based and exploratory playful game design elements such as quests or achievements can make such experiences and the according learning experiences more entertaining and motivating. This paper contributes by introducing concept and development as well as a qualitative evaluation of an location-based scavenger hunt application with focus on a playful and story-based design. It allows users (e.g. teachers) to create multi-staged quests in a web-based editor, which app-users (e.g. students) can then complete in a platform independent mobile application that makes use of game design elements. In a first qualitative study we focus on evaluating the game with regards to fun, learning factors, usability, and engagement. Results indicate that story-based scavenger hunt applications have a high potential as tool to engage users to learn more about their environment. Especially story-based and playful elements are rated as important element for engaging exploratory experiences.},\n bibtype = {book},\n author = {Hutzler, A. and Wagner, R. and Pirker, J. and Gütl, C.},\n doi = {10.1007/978-3-319-60633-0_13}\n}\n\n © Springer International Publishing AG 2017. Location-based applications have great potential to let users explore the environment in an immersive and engaging way. Digital scavenger hunts have a great potential as teaching and instructional guiding tool. However, many tools only guide users but are not designed as meaningful and engaging experiences. Adding more story-based and exploratory playful game design elements such as quests or achievements can make such experiences and the according learning experiences more entertaining and motivating. This paper contributes by introducing concept and development as well as a qualitative evaluation of an location-based scavenger hunt application with focus on a playful and story-based design. It allows users (e.g. teachers) to create multi-staged quests in a web-based editor, which app-users (e.g. students) can then complete in a platform independent mobile application that makes use of game design elements. In a first qualitative study we focus on evaluating the game with regards to fun, learning factors, usability, and engagement. Results indicate that story-based scavenger hunt applications have a high potential as tool to engage users to learn more about their environment. Especially story-based and playful elements are rated as important element for engaging exploratory experiences.\n
\n\n\n\n \n\n \n \n \n \n \n Using persuasive system design principles to evaluate two next generation digital learning environments.\n \n \n \n\n\n \n Cheong, C.; Filippou, J.; Cheong, F.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n Volume 545 2017.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Using persuasive system design principles to evaluate two next generation digital learning environments},\n type = {book},\n year = {2017},\n source = {Advances in Intelligent Systems and Computing},\n keywords = {Gamification,Learning,Motivation,Persuasive systems},\n volume = {545},\n id = {f29c0285-1ee7-3c36-bea4-8606e492e792},\n created = {2020-03-11T09:39:40.964Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.964Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing AG 2017. The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.},\n bibtype = {book},\n author = {Cheong, C. and Filippou, J. and Cheong, F. and Pirker, J. and Gütl, C.},\n doi = {10.1007/978-3-319-50340-0_22}\n}\n\n © Springer International Publishing AG 2017. The landscape of higher education is shifting as the expectations of modern students move towards increased integration of digital technology in their learning environments. As such, there is a strong need for Next Generation Digital Learning Environments (NGDLEs). Two examples of NGDLEs are Motivational Active Learning (MAL) and Task-Test-Monitor (TTM). Each was designed with a foundation of established learning theories. For these systems to be effective in improving student motivation and engagement however, they need to be persuasive. In this study, we evaluate the inherent persuasion of these two NGDLEs using the Persuasive Systems Design framework. The results show that MAL features more persuasive system characteristics than TTM. However, both are likely to persuade students. MAL’s use of gamification adds a considerable amount of persuasiveness by leveraging social support, and provided justification for future NGDLEs to follow a similar path. This could lead to improvements in the design of e-learning systems in general.\n
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\n \n \n\n \n \n \n \n \n iLRN 2016 special tracks preface.\n \n \n \n\n\n \n Pirker, J.; and Hudson, K.\n\n\n \n\n\n\n Volume 621 2016.\n \n\n\n\n
\n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n\n\n\n
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\n\n\n\n@book{\n title = {iLRN 2016 special tracks preface},\n type = {book},\n year = {2016},\n source = {Communications in Computer and Information Science},\n volume = {621},\n id = {e9fdfda5-0cb9-33fe-8056-0233d41bf7ad},\n created = {2020-03-11T09:39:40.285Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.285Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {book},\n author = {Pirker, J. and Hudson, K.}\n}\n\n \n\n \n \n \n \n \n Pattern-oriented approaches for design-based research in collaborative research projects: A knowledge maturing perspective.\n \n \n \n\n\n \n Kunzmann, C.; Schmidt, A.; and Pirker, J.\n\n\n \n\n\n\n In ACM International Conference Proceeding Series, 2016. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Pattern-oriented approaches for design-based research in collaborative research projects: A knowledge maturing perspective},\n type = {inproceedings},\n year = {2016},\n keywords = {Agile Project Management,Collaborative Research Projects,Design-based Research,Knowledge Maturing,Socio-Technical Patterns},\n id = {a067b867-9f32-3af8-8c9f-97246552093b},\n created = {2020-03-11T09:39:40.575Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.575Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2016 ACM. Design-based research has become increasingly popular in collaborative cross-disciplinary research projects. Based on the experience in several European research projects, this research methodology allows for more agile research approaches. However, it is still a challenge to turn design experiences into a sound body of evidence that can be transferred to future design problems. In this paper, we want to describe an approach to collaborative research projects that extends design-based research with the use of design patterns. We particularly focus on how emergent knowledge can be captured as proto-patterns, how the knowledge develops along the research process, and how such projects can be geared towards pattern outcomes. Towards that end, we present a pattern maturing process describing phases of pattern development that is based on knowledge maturing phase model.},\n bibtype = {inproceedings},\n author = {Kunzmann, C. and Schmidt, A. and Pirker, J.},\n doi = {10.1145/3011784.3011805},\n booktitle = {ACM International Conference Proceeding Series}\n}\n\n © 2016 ACM. Design-based research has become increasingly popular in collaborative cross-disciplinary research projects. Based on the experience in several European research projects, this research methodology allows for more agile research approaches. However, it is still a challenge to turn design experiences into a sound body of evidence that can be transferred to future design problems. In this paper, we want to describe an approach to collaborative research projects that extends design-based research with the use of design patterns. We particularly focus on how emergent knowledge can be captured as proto-patterns, how the knowledge develops along the research process, and how such projects can be geared towards pattern outcomes. Towards that end, we present a pattern maturing process describing phases of pattern development that is based on knowledge maturing phase model.\n
\n\n\n\n \n\n \n \n \n \n \n Interdisciplinary and international game projects for creative learning.\n \n \n \n\n\n \n Pirker, J.; Economou, D.; and Gütl, C.\n\n\n \n\n\n\n In Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, volume 11-13-July, 2016. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Interdisciplinary and international game projects for creative learning},\n type = {inproceedings},\n year = {2016},\n keywords = {Collaborative learning,Computer science education,Creative learning,Game development},\n volume = {11-13-July},\n id = {71dad946-ce0b-3929-91a2-0884bfd8b76d},\n created = {2020-03-11T09:39:40.580Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.580Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {In traditional computer science courses, students do not often get the chance to experience an entire project cycle, starting from the idea development stage and ending with the final release of a product together with collaborators from different disciplines. Developing a game gives learners the possibility to experience an entire development cycle, to learn how to work in a team, and to learn new skillsets required to create games. Students can profit even more from an interdisciplinary and international setup. In this paper, we describe a first pilot of an interdisciplinary and international student game project, during which students from different backgrounds, and with different nationalities and different learning expectations can work together to develop games. We report on a first pilot with 24 students studying different subjects, such as computer science, law, or biology, in two different countries. First results show that such programs are highly engaging for students, can boost their employability, have a high learning outcome, and raise their interest in international collaborations.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Economou, D. and Gütl, C.},\n doi = {10.1145/2899415.2899448},\n booktitle = {Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE}\n}\n\n In traditional computer science courses, students do not often get the chance to experience an entire project cycle, starting from the idea development stage and ending with the final release of a product together with collaborators from different disciplines. Developing a game gives learners the possibility to experience an entire development cycle, to learn how to work in a team, and to learn new skillsets required to create games. Students can profit even more from an interdisciplinary and international setup. In this paper, we describe a first pilot of an interdisciplinary and international student game project, during which students from different backgrounds, and with different nationalities and different learning expectations can work together to develop games. We report on a first pilot with 24 students studying different subjects, such as computer science, law, or biology, in two different countries. First results show that such programs are highly engaging for students, can boost their employability, have a high learning outcome, and raise their interest in international collaborations.\n
\n\n\n\n \n\n \n \n \n \n \n Enhancing online and mobile experimentations using gamification strategies.\n \n \n \n\n\n \n Pirker, J.; Gutl, C.; and Astatke, Y.\n\n\n \n\n\n\n In exp.at 2015 - 3rd Experiment International Conference: Online Experimentation, 2016. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Enhancing online and mobile experimentations using gamification strategies},\n type = {inproceedings},\n year = {2016},\n keywords = {game-based learning,gamification,mobile experimentation,mobile labs,online learning,remote learning},\n id = {f97d1cda-ef44-3a35-9208-b73020b9f104},\n created = {2020-03-11T09:39:40.627Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.627Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2015 IEEE. In teaching theoretical topics, modern STEM education uses interactive hands-on approaches, which support students in understanding the topic instead of teaching them simply how to memorize theoretical concepts. Pedagogical strategies in fields with an abundance of abstract concepts, such as physics or electrical engineering, additionally recommend experiential experience, such as laboratory experiments, as essential learning tools. To fulfill increased demand for engineers, additional educational opportunities have been created, which include online, remote and blended learning environments. Unfortunately, providing hands-on experience in these environments, which is as effective as in-class experiments in STEM fields, is extremely challenging. Different departments have developed online and remote solutions, from single remote introductory courses with online experiments to entire off-campus programs supported by remotely conducted experiments with mobile studios. However, in online situations, students often feel lost, have issues with the technology, and experience lack of engagement. All these factors can result in increased dropout rates or lack of understanding and commitment. Current trends in online education incline towards engaging students using gamification strategies to reduce dropout rates and to increase students' motivation in a playful way. Additionally, creating playful experiences for students can be used to attract novice students to this field. In this paper, we introduce a theoretical framework, which can be used to enhance online and mobile experiments with game design strategies to raise students' engagement and commitment and reduce initial onboarding obstacles.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Gutl, C. and Astatke, Y.},\n doi = {10.1109/EXPAT.2015.7463270},\n booktitle = {exp.at 2015 - 3rd Experiment International Conference: Online Experimentation}\n}\n\n © 2015 IEEE. In teaching theoretical topics, modern STEM education uses interactive hands-on approaches, which support students in understanding the topic instead of teaching them simply how to memorize theoretical concepts. Pedagogical strategies in fields with an abundance of abstract concepts, such as physics or electrical engineering, additionally recommend experiential experience, such as laboratory experiments, as essential learning tools. To fulfill increased demand for engineers, additional educational opportunities have been created, which include online, remote and blended learning environments. Unfortunately, providing hands-on experience in these environments, which is as effective as in-class experiments in STEM fields, is extremely challenging. Different departments have developed online and remote solutions, from single remote introductory courses with online experiments to entire off-campus programs supported by remotely conducted experiments with mobile studios. However, in online situations, students often feel lost, have issues with the technology, and experience lack of engagement. All these factors can result in increased dropout rates or lack of understanding and commitment. Current trends in online education incline towards engaging students using gamification strategies to reduce dropout rates and to increase students' motivation in a playful way. Additionally, creating playful experiences for students can be used to attract novice students to this field. In this paper, we introduce a theoretical framework, which can be used to enhance online and mobile experiments with game design strategies to raise students' engagement and commitment and reduce initial onboarding obstacles.\n
\n\n\n\n \n\n \n \n \n \n \n \n The value of game prototyping projects for students and industry.\n \n \n \n \n\n\n \n Pirker, J.; Kultima, A.; and Gütl, C.\n\n\n \n\n\n\n In Proceedings of the International Conference on Game Jams, Hackathons, and Game Creation Events, GJH and GC 2016, 2016. \n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@inproceedings{\n title = {The value of game prototyping projects for students and industry},\n type = {inproceedings},\n year = {2016},\n keywords = {Game development,Game jams,Industry,Learning},\n id = {e1fb817f-43c2-3a57-a4df-176cdfa4ca6f},\n created = {2020-03-11T09:39:40.628Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:44:28.224Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2016 Copyright held by the owner/author(s). Publication rights licensed to ACM. Game prototyping projects and various types of game development events teach different skills important for working in industry. This includes aspects such as advancing development and project management skills, but also improved effort estimations, first prototypes for portfolios, and strengthening networking and communication skills. Other prospects of such efforts can also be support for and the strengthening of local industry by connecting and training new talents, opening recruiting possibilities, and building a vivid and strong local developers network. In recent years, we have run different types of game prototyping projects in different settings at Graz University of Technology. These have included traditional digital 48-hour game jams, analog jams, development projects running for some months, and projects with an interdisciplinary and international setting. Each format supports different learning goals and has different potentials to bridge industry and academia. In this paper we summarize different benefits of the different formats and compare their potential to support (computer science) students in learning different aspects important for their future career and discuss general aspects related to game jams with potential or strengthening the local industry.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Kultima, A. and Gütl, C.},\n doi = {10.1145/2897167.2897180},\n booktitle = {Proceedings of the International Conference on Game Jams, Hackathons, and Game Creation Events, GJH and GC 2016}\n}\n\n © 2016 Copyright held by the owner/author(s). Publication rights licensed to ACM. Game prototyping projects and various types of game development events teach different skills important for working in industry. This includes aspects such as advancing development and project management skills, but also improved effort estimations, first prototypes for portfolios, and strengthening networking and communication skills. Other prospects of such efforts can also be support for and the strengthening of local industry by connecting and training new talents, opening recruiting possibilities, and building a vivid and strong local developers network. In recent years, we have run different types of game prototyping projects in different settings at Graz University of Technology. These have included traditional digital 48-hour game jams, analog jams, development projects running for some months, and projects with an interdisciplinary and international setting. Each format supports different learning goals and has different potentials to bridge industry and academia. In this paper we summarize different benefits of the different formats and compare their potential to support (computer science) students in learning different aspects important for their future career and discuss general aspects related to game jams with potential or strengthening the local industry.\n
\n\n\n\n \n\n \n \n \n \n \n How playstyles evolve: Progression analysis and profiling in Just Cause 2.\n \n \n \n\n\n \n Pirker, J.; Griesmayr, S.; Drachen, A.; and Sifa, R.\n\n\n \n\n\n\n Volume 9926 LNCS 2016.\n \n\n\n\n
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\n\n\n@book{\n title = {How playstyles evolve: Progression analysis and profiling in Just Cause 2},\n type = {book},\n year = {2016},\n source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},\n keywords = {Cluster analysis,Game analytics,Player behavior,Playstyle,Progression,Visualization},\n volume = {9926 LNCS},\n id = {fb6fa1b7-3ae5-327c-8b8f-86959342d634},\n created = {2020-03-11T09:39:40.846Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.846Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© IFIP International Federation for Information Processing 2016. Evaluating progression of players in a game can take a variety of forms, but ideally combines playstyle or performance analysis with one or more aspects of progression, e.g. through a level-or missionbased structure. Furthermore, visualization of the results of analysis are essential to ensure that action can be taken on them. In this paper behavioral profiling through Archetype Analysis is combined with progression analysis, expanding on previous work in the area, and extending it into the context of Open-World Games. The proposed methodological framework is applied to the case of the action-adventure title Just Cause 2, focusing on the main storyline. The results show how players navigate the content of the title, and how some playstyles remain constant throughout the game, whereas others emerge or disappear with player progress. Additionally, player performance as a function of progression is evaluated across a number of key metrics.},\n bibtype = {book},\n author = {Pirker, J. and Griesmayr, S. and Drachen, A. and Sifa, R.},\n doi = {10.1007/978-3-319-46100-7_8}\n}\n\n © IFIP International Federation for Information Processing 2016. Evaluating progression of players in a game can take a variety of forms, but ideally combines playstyle or performance analysis with one or more aspects of progression, e.g. through a level-or missionbased structure. Furthermore, visualization of the results of analysis are essential to ensure that action can be taken on them. In this paper behavioral profiling through Archetype Analysis is combined with progression analysis, expanding on previous work in the area, and extending it into the context of Open-World Games. The proposed methodological framework is applied to the case of the action-adventure title Just Cause 2, focusing on the main storyline. The results show how players navigate the content of the title, and how some playstyles remain constant throughout the game, whereas others emerge or disappear with player progress. Additionally, player performance as a function of progression is evaluated across a number of key metrics.\n
\n\n\n\n \n\n \n \n \n \n \n Exploratory and collaborative learning experience in immersive environments: Implementation and findings from an archaeological domain.\n \n \n \n\n\n \n Gütl, C.; Tomes, L.; Pirker, J.; and Chang, V.\n\n\n \n\n\n\n Volume 621 2016.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Exploratory and collaborative learning experience in immersive environments: Implementation and findings from an archaeological domain},\n type = {book},\n year = {2016},\n source = {Communications in Computer and Information Science},\n keywords = {Collaborative learning,Exploratory learning,Game-like learning design,Immersive,Virtual world learning environments},\n volume = {621},\n id = {02af047a-33ba-36a7-9ad2-77f94a302db9},\n created = {2020-03-11T09:39:40.854Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.854Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing Switzerland 2016. This paper describes a multi-user learning environment in a virtual world setting. An exploratory and collaborative learning using an educational scavenger hunt metaphor form the basis for student learning and engagement in virtual world. The learning experience is based on the following elements: exploration – students explore the learning content on their own, and build a knowledge base. Cooperation and Collaboration – students cooperate and collaborate to uncover information, share findings, and gain knowledge and skills. Discussion and Reflection – students discuss and solve problems together, and exercise reflective learning. Based on this idea, three main contributions are provided in this paper: Firstly, a pedagogical model which combines immersive, online, and virtual collaboration with an exploratory teaching approach. Secondly, the learning tasks and interactions are incorporated by a flexible to use set of tools in the virtual world Open Wonderland. Finally, an experimentation study evaluating the virtual world in the learning domain Egyptology.},\n bibtype = {book},\n author = {Gütl, C. and Tomes, L.M. and Pirker, J. and Chang, V.},\n doi = {10.1007/978-3-319-41769-1_1}\n}\n\n © Springer International Publishing Switzerland 2016. This paper describes a multi-user learning environment in a virtual world setting. An exploratory and collaborative learning using an educational scavenger hunt metaphor form the basis for student learning and engagement in virtual world. The learning experience is based on the following elements: exploration – students explore the learning content on their own, and build a knowledge base. Cooperation and Collaboration – students cooperate and collaborate to uncover information, share findings, and gain knowledge and skills. Discussion and Reflection – students discuss and solve problems together, and exercise reflective learning. Based on this idea, three main contributions are provided in this paper: Firstly, a pedagogical model which combines immersive, online, and virtual collaboration with an exploratory teaching approach. Secondly, the learning tasks and interactions are incorporated by a flexible to use set of tools in the virtual world Open Wonderland. Finally, an experimentation study evaluating the virtual world in the learning domain Egyptology.\n
\n\n\n\n \n\n \n \n \n \n \n Evaluating experiences in different virtual reality setups.\n \n \n \n\n\n \n Settgast, V.; Pirker, J.; Lontschar, S.; Maggale, S.; and Gütl, C.\n\n\n \n\n\n\n Volume 9926 LNCS 2016.\n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
\n\n\n \n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@book{\n title = {Evaluating experiences in different virtual reality setups},\n type = {book},\n year = {2016},\n source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},\n keywords = {CAVE,Cybersickness,Immersion,Oculus Rift,Virtual reality},\n volume = {9926 LNCS},\n id = {fe463081-3c8b-33ea-aa18-3d0991c47da0},\n created = {2020-03-11T09:39:41.009Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.009Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© IFIP International Federation for Information Processing 2016. This paper describes the evaluation of three different scenarios in the fully immersive room-based virtual environment DAVE (Definitely Affordable Virtual Environment) and a head-mounted display, the Oculus Rift. The evaluation focuses on comparing the two immersive environments and three different scenarios (observation, emotion in a roller coaster, and interaction) in regards to typical virtual-reality characteristics, such as immersion, engagement, but also on cybersickness and the overall experience. First results indicate the DAVE environment better supports scenarios, which require the user to directly interact with the environment. The roller coaster scenario creates stronger immersion and a higher nausea-level, while the interactive task is more engaging in terms of fun.},\n bibtype = {book},\n author = {Settgast, V. and Pirker, J. and Lontschar, S. and Maggale, S. and Gütl, C.},\n doi = {10.1007/978-3-319-46100-7_10}\n}\n\n © IFIP International Federation for Information Processing 2016. This paper describes the evaluation of three different scenarios in the fully immersive room-based virtual environment DAVE (Definitely Affordable Virtual Environment) and a head-mounted display, the Oculus Rift. The evaluation focuses on comparing the two immersive environments and three different scenarios (observation, emotion in a roller coaster, and interaction) in regards to typical virtual-reality characteristics, such as immersion, engagement, but also on cybersickness and the overall experience. First results indicate the DAVE environment better supports scenarios, which require the user to directly interact with the environment. The roller coaster scenario creates stronger immersion and a higher nausea-level, while the interactive task is more engaging in terms of fun.\n
\n\n\n\n \n\n \n \n \n \n \n \n Integrating and inspecting combined behavioral profiling and social network models in Destiny.\n \n \n \n \n\n\n \n Rattinger, A.; Wallner, G.; Drachen, A.; Pirker, J.; and Sifa, R.\n\n\n \n\n\n\n Volume 9926 LNCS 2016.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@book{\n title = {Integrating and inspecting combined behavioral profiling and social network models in Destiny},\n type = {book},\n year = {2016},\n source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},\n keywords = {Destiny,Game analytics,Multi-player,Network visualization,Profiling,Social network analysis},\n volume = {9926 LNCS},\n id = {b242e32f-f7f6-3166-8edb-46171161b045},\n created = {2020-03-11T09:39:41.010Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:44:45.922Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© IFIP International Federation for Information Processing 2016. In this paper two key venues of investigation in game analytics are combined: behavioral profiling and social network analysis. Both venues of research are well developed but combined they permit pattern evaluation across player performance and networks. Here, competitive networks covering almost 3.5 million players of the hybrid online shooter game Destiny are developed and combined with behavioral profiles based on match performance metrics and defined using archetypal analysis. The profiles are embedded in the networks along with other performance indicators for Destiny players. The social behavior of different archetypes is described. Network visualizations are presented which target the problem of making dense networked results actionable.},\n bibtype = {book},\n author = {Rattinger, A. and Wallner, G. and Drachen, A. and Pirker, J. and Sifa, R.},\n doi = {10.1007/978-3-319-46100-7_7}\n}\n\n © IFIP International Federation for Information Processing 2016. In this paper two key venues of investigation in game analytics are combined: behavioral profiling and social network analysis. Both venues of research are well developed but combined they permit pattern evaluation across player performance and networks. Here, competitive networks covering almost 3.5 million players of the hybrid online shooter game Destiny are developed and combined with behavioral profiles based on match performance metrics and defined using archetypal analysis. The profiles are embedded in the networks along with other performance indicators for Destiny players. The social behavior of different archetypes is described. Network visualizations are presented which target the problem of making dense networked results actionable.\n
\n\n\n\n \n\n \n \n \n \n \n A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation.\n \n \n \n\n\n \n Morales, M.; Amado-Salvatierra, H.; Hernández, R.; Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n Volume 620 2016.\n \n\n\n\n
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\n\n\n@book{\n title = {A practical experience on the use of gamification in MOOC courses as a strategy to increase motivation},\n type = {book},\n year = {2016},\n source = {Communications in Computer and Information Science},\n keywords = {Gamification,Learning engagement,Learning strategies,MOOCs,Motivation},\n volume = {620},\n id = {9c8dd860-9f5a-30ac-9a93-a48c7ef6726b},\n created = {2020-03-11T09:39:41.059Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.059Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© Springer International Publishing Switzerland 2016. The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. One of the main issues is the reported high dropout rate. In this sense, gamification strategies have been proposed as a complement to existing learning approaches providing a powerful and motivational learning experience to students. Examples of gamification strategies for MOOC environments include rewards for learning activities, applying levels and leader-boards to encourage progress and competition, and badges for participation in forums. The aim of this study is to contribute to the analysis of motivational factors to provide improved learning experiences for cloud-based learning services. This paper presents lessons learned from the MOOC course “Authoring tools for e-learning courses”. 1678 participants experienced a mix of gamification strategies: Badges–Leaderboard forums; Students Classifier League and Reward strategy. Findings revealed the reward strategy as the most effective one, and indicated increased motivation to complete the assigned learning activities.},\n bibtype = {book},\n author = {Morales, M. and Amado-Salvatierra, H.R. and Hernández, R. and Pirker, J. and Gütl, C.},\n doi = {10.1007/978-3-319-42147-6_12}\n}\n\n © Springer International Publishing Switzerland 2016. The rapid and constant pace of change in technology and the increasing involvement of educational institutions in the massive online open courses (MOOC) movement elicit a large myriad of opportunities and challenges. One of the main issues is the reported high dropout rate. In this sense, gamification strategies have been proposed as a complement to existing learning approaches providing a powerful and motivational learning experience to students. Examples of gamification strategies for MOOC environments include rewards for learning activities, applying levels and leader-boards to encourage progress and competition, and badges for participation in forums. The aim of this study is to contribute to the analysis of motivational factors to provide improved learning experiences for cloud-based learning services. This paper presents lessons learned from the MOOC course “Authoring tools for e-learning courses”. 1678 participants experienced a mix of gamification strategies: Badges–Leaderboard forums; Students Classifier League and Reward strategy. Findings revealed the reward strategy as the most effective one, and indicated increased motivation to complete the assigned learning activities.\n
\n\n\n\n \n\n \n \n \n \n \n Understanding the benefits of game jams: Exploring the potential for engaging young learners in STEM.\n \n \n \n\n\n \n Fowler, A.; Pirker, J.; Pollock, I.; De Paula, B.; Echeveste, M.; and Gómez, M.\n\n\n \n\n\n\n In Proceedings of the 2016 ITiCSE Working Group Reports, ITiCSE 2016, 2016. \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Understanding the benefits of game jams: Exploring the potential for engaging young learners in STEM},\n type = {inproceedings},\n year = {2016},\n keywords = {Game design,Game development,Game jams,Programming},\n id = {e4414505-51c2-3aef-882c-cac78f74c847},\n created = {2020-03-11T09:39:41.162Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.162Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {©2016 ACM. There is a wide range of implementations of game jams throughout the world . Game jams have been organized in a number of di?erent formats, themes, and timeframes [43]. What they all have in common is the opportunity for participants to make a game within a specified constraint such as time, location, technology, or theme. Additionally, game jams as social experience support active and collaborative learning formats. In this paper, we discuss the potential of game jams for young learners, describe successful jam events in this context, and provide a list of tools useful for organizing game jams for this target group. CCS Concepts •Social and professional topics →Computer science education;.},\n bibtype = {inproceedings},\n author = {Fowler, A. and Pirker, J. and Pollock, I. and De Paula, B.C. and Echeveste, M.E. and Gómez, M.J.},\n doi = {10.1145/3024906.3024913},\n booktitle = {Proceedings of the 2016 ITiCSE Working Group Reports, ITiCSE 2016}\n}\n\n ©2016 ACM. There is a wide range of implementations of game jams throughout the world . Game jams have been organized in a number of di?erent formats, themes, and timeframes [43]. What they all have in common is the opportunity for participants to make a game within a specified constraint such as time, location, technology, or theme. Additionally, game jams as social experience support active and collaborative learning formats. In this paper, we discuss the potential of game jams for young learners, describe successful jam events in this context, and provide a list of tools useful for organizing game jams for this target group. CCS Concepts •Social and professional topics →Computer science education;.\n
\n\n\n\n \n\n \n \n \n \n \n Individual versus collaborative learning in a virtual world.\n \n \n \n\n\n \n Purcher, P.; Hofler, M.; Pirker, J.; Tomes, L.; Ischebeck, A.; and Gutl, C.\n\n\n \n\n\n\n In 2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2016 - Proceedings, 2016. \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Individual versus collaborative learning in a virtual world},\n type = {inproceedings},\n year = {2016},\n id = {7ce40223-8c91-3543-a16b-9b6991859dfa},\n created = {2020-03-11T09:39:41.223Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.223Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2016 Croatian Society MIPRO. E-Learning in general and, specifically, learning in virtual worlds has become more and more popular in recent years. In the present study we investigated whether learning is more successful if students learn in a virtual world individually or collaboratively. We also assessed the motivation of the participants and the usability of the virtual environment. The findings showed a tendency that learning was more successful when participants learned collaboratively than individually. Furthermore, their interest (current motivation) decreased during the learning session when they learned individually and increased when they learned in a group. This experiment shows that, in virtual worlds, collaborative learning seems to be more effective and more engaging than individual learning.},\n bibtype = {inproceedings},\n author = {Purcher, P. and Hofler, M. and Pirker, J. and Tomes, L. and Ischebeck, A. and Gutl, C.},\n doi = {10.1109/MIPRO.2016.7522253},\n booktitle = {2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics, MIPRO 2016 - Proceedings}\n}\n\n © 2016 Croatian Society MIPRO. E-Learning in general and, specifically, learning in virtual worlds has become more and more popular in recent years. In the present study we investigated whether learning is more successful if students learn in a virtual world individually or collaboratively. We also assessed the motivation of the participants and the usability of the virtual environment. The findings showed a tendency that learning was more successful when participants learned collaboratively than individually. Furthermore, their interest (current motivation) decreased during the learning session when they learned individually and increased when they learned in a group. This experiment shows that, in virtual worlds, collaborative learning seems to be more effective and more engaging than individual learning.\n
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\n \n \n\n \n \n \n \n \n Application domains for a location-based mobile application creator.\n \n \n \n\n\n \n Pirker, J.; Gütl, C.; Weiner, P.; and Garcia-Barrios, V.\n\n\n \n\n\n\n International Journal of Interactive Mobile Technologies, 9(3). 2015.\n \n\n\n\n
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\n\n\n@article{\n title = {Application domains for a location-based mobile application creator},\n type = {article},\n year = {2015},\n keywords = {Gamified scavenger hunt,Location-based mobile app,Mobile learning},\n volume = {9},\n id = {ac1a4577-bc2f-3f42-abf4-3d11bca7d0af},\n created = {2020-03-11T09:39:40.904Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.904Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {In recent years, the use of mobile applications and computer-based games as pedagogical tools has become more and more popular. Additionally, many mobile devices enhance user experience by providing different sensors, e.g. to deliver location-based educative information. In this article we introduce an online tool for easily creating location- based mobile applications that combine teaching and gaming activities to make users aware of their current environment or situation. First, we briefly present the Locationbased Mobile Application Creator (LMAC), an online framework for creating such mobile solutions and discuss potential application scenarios. Then, we introduce our first mobile application for educational purposes created with LMAC in more detail: a game-based scavenger hunt for children enabling them to learn facts about the city of Graz, Austria. Similar to a traditional scavenger hunt, users are able to gather geo-referenced information using mobile devices (smartphones and tablets) to learn about the environment in a playful way. With LMAC, teachers can easily create individual scavenger hunts adapted to the current subject matter. This paper is an extended version of our work published at the IMCL-conference in 2014.},\n bibtype = {article},\n author = {Pirker, J. and Gütl, C. and Weiner, P. and Garcia-Barrios, V.M.},\n doi = {10.3991/ijim.v9i3.4470},\n journal = {International Journal of Interactive Mobile Technologies},\n number = {3}\n}\n\n In recent years, the use of mobile applications and computer-based games as pedagogical tools has become more and more popular. Additionally, many mobile devices enhance user experience by providing different sensors, e.g. to deliver location-based educative information. In this article we introduce an online tool for easily creating location- based mobile applications that combine teaching and gaming activities to make users aware of their current environment or situation. First, we briefly present the Locationbased Mobile Application Creator (LMAC), an online framework for creating such mobile solutions and discuss potential application scenarios. Then, we introduce our first mobile application for educational purposes created with LMAC in more detail: a game-based scavenger hunt for children enabling them to learn facts about the city of Graz, Austria. Similar to a traditional scavenger hunt, users are able to gather geo-referenced information using mobile devices (smartphones and tablets) to learn about the environment in a playful way. With LMAC, teachers can easily create individual scavenger hunts adapted to the current subject matter. This paper is an extended version of our work published at the IMCL-conference in 2014.\n
\n\n\n\n \n\n \n \n \n \n \n Preface.\n \n \n \n\n\n \n Ebner, M.; Erenli, K.; Malaka, R.; Pirker, J.; and Walsh, A.\n\n\n \n\n\n\n Volume 486 2015.\n \n\n\n\n
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\n\n\n\n@book{\n title = {Preface},\n type = {book},\n year = {2015},\n source = {Communications in Computer and Information Science},\n volume = {486},\n id = {9ff14749-c79d-3660-b391-1496622fee58},\n created = {2020-03-11T09:39:41.066Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.066Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {book},\n author = {Ebner, M. and Erenli, K. and Malaka, R. and Pirker, J. and Walsh, A.E.}\n}\n\n \n\n \n \n \n \n \n Immersive education: 4th European summit, EiED 2014 Vienna, Austria, november 24–26, 2014 revised selected papers.\n \n \n \n\n\n \n Ebner, M.; Erenli, K.; Malaka, R.; Pirker, J.; and Walsh, A.\n\n\n \n\n\n\n Volume 486 2015.\n \n\n\n\n
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\n\n\n\n@book{\n title = {Immersive education: 4th European summit, EiED 2014 Vienna, Austria, november 24–26, 2014 revised selected papers},\n type = {book},\n year = {2015},\n source = {Communications in Computer and Information Science},\n volume = {486},\n id = {23c545dd-a8f6-3a37-8657-3ecced173cf7},\n created = {2020-03-11T09:39:41.108Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.108Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n bibtype = {book},\n author = {Ebner, M. and Erenli, K. and Malaka, R. and Pirker, J. and Walsh, A.E.},\n doi = {10.1007/978-3-319-22017-8}\n}\n\n \n\n \n \n \n \n \n Location-based Mobile Application Creator creating educational mobile scavenger hunts.\n \n \n \n\n\n \n Pirker, J.; Gütl, C.; Weiner, P.; Garcia-Barrios, V.; and Tomintz, M.\n\n\n \n\n\n\n In Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014, 2015. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Location-based Mobile Application Creator creating educational mobile scavenger hunts},\n type = {inproceedings},\n year = {2015},\n keywords = {gamified scavenger hunt,location-based mobile app,mobile learning},\n id = {394bc9bf-112e-3ff8-a18d-6d8920c6e749},\n created = {2020-03-11T09:39:41.113Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.113Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2014 IEEE. Using mobile devices for entertainment, knowledge transfer, and learning has been an important development in recent years. The use of mobile games as pedagogical tools has also become more and more popular. The mobility of the devices can enhance applications with location-based information. Why not combine these aspects to create mobile, location-based learning games to make users aware of their environment? In this paper we introduce an online tool for easily creating such an application, which combines teaching, gaming, and location-based information. First, we briefly present the Location-based Mobile Application Creator (LMAC), a framework for creating different mobile location-aware applications. Then, we introduce an application created with LMAC in more detail: a game-based scavenger hunt for children enabling them to learn facts about the city of Graz, Austria. Similar to a traditional scavenger hunt, users are able to gather geo-referenced information with mobile phones and learn about the environment in a playful way. With LMAC, teachers can easily create individual scavenger hunts adapted to the current subject matter.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Gütl, C. and Weiner, P. and Garcia-Barrios, V.M. and Tomintz, M.},\n doi = {10.1109/IMCTL.2014.7011124},\n booktitle = {Proceedings of 2014 International Conference on Interactive Mobile Communication Technologies and Learning, IMCL 2014}\n}\n\n © 2014 IEEE. Using mobile devices for entertainment, knowledge transfer, and learning has been an important development in recent years. The use of mobile games as pedagogical tools has also become more and more popular. The mobility of the devices can enhance applications with location-based information. Why not combine these aspects to create mobile, location-based learning games to make users aware of their environment? In this paper we introduce an online tool for easily creating such an application, which combines teaching, gaming, and location-based information. First, we briefly present the Location-based Mobile Application Creator (LMAC), a framework for creating different mobile location-aware applications. Then, we introduce an application created with LMAC in more detail: a game-based scavenger hunt for children enabling them to learn facts about the city of Graz, Austria. Similar to a traditional scavenger hunt, users are able to gather geo-referenced information with mobile phones and learn about the environment in a playful way. With LMAC, teachers can easily create individual scavenger hunts adapted to the current subject matter.\n
\n\n\n\n \n\n \n \n \n \n \n Expectations of the generation NeXt in higher education: Learning engagement approaches in information sciences subjects.\n \n \n \n\n\n \n Gutl, C.; Cheong, C.; Cheong, F.; Chang, V.; Nau, S.; and Pirker, J.\n\n\n \n\n\n\n In Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015, 2015. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Expectations of the generation NeXt in higher education: Learning engagement approaches in information sciences subjects},\n type = {inproceedings},\n year = {2015},\n keywords = {active learning,engagement,gamification,interaction,interactive learning,interactivities,motivation},\n id = {383f0099-5637-394f-9e8a-fccff71b2728},\n created = {2020-03-11T09:39:41.247Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:41.247Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {© 2015 IEEE. New learning tools, media and technologies, such as computer games, mobile devices, web services and social media, have improved the way learners learn and interact to acquire knowledge and skills. Recent generation of students entering universities known as Generation NeXT are digital natives who expect information to be available at any time and from anywhere. It is also well-known that this new generation of learners takes information in smaller portions and has shorter attention span. Educators are left to brace with the challenge of ensuring that they are able to use digital media and technologies when designing learning materials. In addition, educators must also work on capturing the attention of the new generation of learners. As such, educators are applying newer pedagogies to engage and motivate students with learning activities and interactions. This paper focuses specifically on learning engagement approaches in information sciences subjects. Three showcases from three universities in two countries with a variety of learning activities and engagements are illustrated. A generalized learning engagement model comprising of six active learning elements of (1) learning resources, (2) learning activities, (3) personalized learning, (4) active communication and collaboration, (5) feedback and reflection learning, and (6) student support is described. The results from the 3 cases showed that most of the active learning elements were addressed in the courses. The students found the learning activities within the courses were carefully orchestrated and thus gave them positive learning experiences.},\n bibtype = {inproceedings},\n author = {Gutl, C. and Cheong, C. and Cheong, F. and Chang, V. and Nau, S.Z. and Pirker, J.},\n doi = {10.1109/ICL.2015.7318027},\n booktitle = {Proceedings of 2015 International Conference on Interactive Collaborative Learning, ICL 2015}\n}\n\n © 2015 IEEE. New learning tools, media and technologies, such as computer games, mobile devices, web services and social media, have improved the way learners learn and interact to acquire knowledge and skills. Recent generation of students entering universities known as Generation NeXT are digital natives who expect information to be available at any time and from anywhere. It is also well-known that this new generation of learners takes information in smaller portions and has shorter attention span. Educators are left to brace with the challenge of ensuring that they are able to use digital media and technologies when designing learning materials. In addition, educators must also work on capturing the attention of the new generation of learners. As such, educators are applying newer pedagogies to engage and motivate students with learning activities and interactions. This paper focuses specifically on learning engagement approaches in information sciences subjects. Three showcases from three universities in two countries with a variety of learning activities and engagements are illustrated. A generalized learning engagement model comprising of six active learning elements of (1) learning resources, (2) learning activities, (3) personalized learning, (4) active communication and collaboration, (5) feedback and reflection learning, and (6) student support is described. The results from the 3 cases showed that most of the active learning elements were addressed in the courses. The students found the learning activities within the courses were carefully orchestrated and thus gave them positive learning experiences.\n
\n\n\n\n \n\n \n \n \n \n \n \n Virtual Worlds for 3D Visualizations.\n \n \n \n \n\n\n \n Pirker, J.; and Gutl, C.\n\n\n \n\n\n\n Immersive Learning Research Conference Prague 2015,265-272. 2015.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@article{\n title = {Virtual Worlds for 3D Visualizations},\n type = {article},\n year = {2015},\n keywords = {collaborative environments,immersive,virtual worlds,visualization techniques,visualizations,worlds},\n pages = {265-272},\n id = {78ad4aa6-be7f-3c79-a241-64ca1aedff5f},\n created = {2020-05-12T18:44:23.043Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:45:12.233Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n abstract = {This paper presents an analysis and discussion of visual information representations in multi-user avatar-based 3D virtual worlds. We discuss benefits and issues of such environments for displaying scientific and information visualizations. In comparison to traditional two-dimensional representation forms, virtual worlds can be used to display more dimensions of information and illustrate data with real-world metaphors. Additionally, their collaborative and social character allows new ways to explore and experience visualizations. However, the design, implementation, and integration of three-dimensional visual representations in such environments are more challenging than for 2D representations. Thus, only a few visualization forms are reasonable. In this paper we reflect on implications for more useful 3D visualizations and introduce and discuss these on own examples.},\n bibtype = {article},\n author = {Pirker, Johanna and Gutl, Christian},\n journal = {Immersive Learning Research Conference Prague 2015}\n}\n\n This paper presents an analysis and discussion of visual information representations in multi-user avatar-based 3D virtual worlds. We discuss benefits and issues of such environments for displaying scientific and information visualizations. In comparison to traditional two-dimensional representation forms, virtual worlds can be used to display more dimensions of information and illustrate data with real-world metaphors. Additionally, their collaborative and social character allows new ways to explore and experience visualizations. However, the design, implementation, and integration of three-dimensional visual representations in such environments are more challenging than for 2D representations. Thus, only a few visualization forms are reasonable. In this paper we reflect on implications for more useful 3D visualizations and introduce and discuss these on own examples.\n
\n\n\n\n \n\n \n \n \n \n \n \n Educational gamified science simulations.\n \n \n \n \n\n\n \n Johanna, P.; and Gütl, C.\n\n\n \n\n\n\n Gamification in Education and Business,253-275. 2015.\n \n\n\n\n
\n\n\n\n \n \nPaper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n
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Paper\n \n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n\n\n\n\n
\n\n\n@article{\n title = {Educational gamified science simulations},\n type = {article},\n year = {2015},\n keywords = {Engagement,Gamified science simulation,STEM},\n pages = {253-275},\n id = {89f1fa9c-2e8d-3ab0-98c8-165163116516},\n created = {2020-05-12T18:44:23.043Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:45:16.431Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n abstract = {Modern STEM education is mainly grounded in constructivism. It requires instructors to not only recite learning content, but also to teach the concepts and ideas behind abstract formulas. Interactive simulations are one of the most powerful tools for increasing the students’ problem-solving abilities, and enhancing their understanding of conceptual models and formulas, which are hard to visualize without technology-enhanced tools. Creating simulation tools of interest to students has the potential to enhance their understanding of the phenomena and increase their interest in science. However, many simulations are not engaging and students will lose interest in interacting with them after a short time. Hence, it is important to advance in particular the motivational design aspects of such educational tools. One idea for motivating students is the use of computer games. Different studies show the positive impacts of a game-based or gamified approach in the field of STEM education and training. Several theories and frameworks were researched and developed to support the game design and gamification process of various scenarios. However, only a few cover specific design issues and implications of educational and instructional simulations. In this chapter we introduce a gamification model, which is adapted accordingly to the characteristics of constructivist STEM education approaches with focus on the usage of science simulations. Therefore we will introduce a model for the adaption of gamification techniques to design, develop, and adapt educational simulations. Based on a background and literature study, a framework for implementing a gamification approach for different kinds of simulations is introduced and applied to an application scenario of our own research. As a result, both the lessons learned and further recommendations are outlined.},\n bibtype = {article},\n author = {Johanna, Pirker and Gütl, Christian},\n doi = {10.1007/978-3-319-10208-5_13},\n journal = {Gamification in Education and Business}\n}\n\n Modern STEM education is mainly grounded in constructivism. It requires instructors to not only recite learning content, but also to teach the concepts and ideas behind abstract formulas. Interactive simulations are one of the most powerful tools for increasing the students’ problem-solving abilities, and enhancing their understanding of conceptual models and formulas, which are hard to visualize without technology-enhanced tools. Creating simulation tools of interest to students has the potential to enhance their understanding of the phenomena and increase their interest in science. However, many simulations are not engaging and students will lose interest in interacting with them after a short time. Hence, it is important to advance in particular the motivational design aspects of such educational tools. One idea for motivating students is the use of computer games. Different studies show the positive impacts of a game-based or gamified approach in the field of STEM education and training. Several theories and frameworks were researched and developed to support the game design and gamification process of various scenarios. However, only a few cover specific design issues and implications of educational and instructional simulations. In this chapter we introduce a gamification model, which is adapted accordingly to the characteristics of constructivist STEM education approaches with focus on the usage of science simulations. Therefore we will introduce a model for the adaption of gamification techniques to design, develop, and adapt educational simulations. Based on a background and literature study, a framework for implementing a gamification approach for different kinds of simulations is introduced and applied to an application scenario of our own research. As a result, both the lessons learned and further recommendations are outlined.\n
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\n \n \n\n \n \n \n \n \n Motivational active learning - Engaging university students in computer science education.\n \n \n \n\n\n \n Pirker, J.; Riffnaller-Schiefer, M.; and Gütl, C.\n\n\n \n\n\n\n In ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference, 2014. \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Motivational active learning - Engaging university students in computer science education},\n type = {inproceedings},\n year = {2014},\n keywords = {Active Learning,CS Education,Game-based learning,Gamification,Interactive Learning,Motivation,Pedagogy},\n id = {8f951072-5b96-39f8-a25c-8fbe8659750a},\n created = {2020-03-11T09:39:40.668Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.668Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {Attracting and engaging computer science students to enhance their mathematical and algorithmic thinking skills are challenging tasks. In winter 2013 we introduced a new teaching format for a course, which combines theory in computer science with handson algorithmic challenges, mathematical thinking activities, and collaborative problem-solving. Therefore, we introduced the pedagogical model Motivational Active Learning (MAL), which is grounded in MIT's successful format for teaching physics, Technology-Enabled Active Learning (TEAL), and combines it with motivational strategies usually used by game designers. Results from the initial setup in class reveals that students indeed assessed the course structure as more interactive and motivating compared to other similar courses. In this paper we discuss the course design, issues, and the impact, and analyze the first results in detail. Copyright © 2014 ACM.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Riffnaller-Schiefer, M. and Gütl, C.},\n doi = {10.1145/2591708.2591750},\n booktitle = {ITICSE 2014 - Proceedings of the 2014 Innovation and Technology in Computer Science Education Conference}\n}\n\n Attracting and engaging computer science students to enhance their mathematical and algorithmic thinking skills are challenging tasks. In winter 2013 we introduced a new teaching format for a course, which combines theory in computer science with handson algorithmic challenges, mathematical thinking activities, and collaborative problem-solving. Therefore, we introduced the pedagogical model Motivational Active Learning (MAL), which is grounded in MIT's successful format for teaching physics, Technology-Enabled Active Learning (TEAL), and combines it with motivational strategies usually used by game designers. Results from the initial setup in class reveals that students indeed assessed the course structure as more interactive and motivating compared to other similar courses. In this paper we discuss the course design, issues, and the impact, and analyze the first results in detail. Copyright © 2014 ACM.\n
\n\n\n\n \n\n \n \n \n \n \n 3D Progressive Education Environment for S-BPM.\n \n \n \n\n\n \n Weichhart, G.; Pirker, J.; Gütl, C.; and Stary, C.\n\n\n \n\n\n\n Volume 422 CCIS 2014.\n \n\n\n\n
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\n\n\n@book{\n title = {3D Progressive Education Environment for S-BPM},\n type = {book},\n year = {2014},\n source = {Communications in Computer and Information Science},\n keywords = {3D Learning Evnironment,Intelligibility Catcher,Progressive Education,S-BPM,Virtual World},\n volume = {422 CCIS},\n id = {2be480e5-c352-3f69-bc9b-22c6fe1016a2},\n created = {2020-03-11T09:39:40.908Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.908Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {The work described in this paper combines our existing work on virtual 3D worlds and progressive education, applying it in order to support tbe education of S-BPM. The application of the approaches results in a demonstrator developed for S-BPM-One 2014 conference. The paper presents the underlying theory and motivation for the demonstrator. An outlook with respect to what is visible in the described e-learning 3D World is given. © Springer International Publishing Switzerland 2014.},\n bibtype = {book},\n author = {Weichhart, G. and Pirker, J. and Gütl, C. and Stary, C.},\n doi = {10.1007/978-3-319-06191-7_14}\n}\n\n The work described in this paper combines our existing work on virtual 3D worlds and progressive education, applying it in order to support tbe education of S-BPM. The application of the approaches results in a demonstrator developed for S-BPM-One 2014 conference. The paper presents the underlying theory and motivation for the demonstrator. An outlook with respect to what is visible in the described e-learning 3D World is given. © Springer International Publishing Switzerland 2014.\n
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\n \n \n\n \n \n \n \n \n Design and evaluation of a learner-centric immersive virtual learning environment for physics education.\n \n \n \n\n\n \n Pirker, J.; Gütl, C.; Belcher, J.; and Bailey, P.\n\n\n \n\n\n\n Volume 7946 LNCS 2013.\n \n\n\n\n
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\n\n\n@book{\n title = {Design and evaluation of a learner-centric immersive virtual learning environment for physics education},\n type = {book},\n year = {2013},\n source = {Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)},\n keywords = {Collaborative Learning,Learner-Centric Design,Open Wonderland,Physics Education,TEAL,TEALsim,Usability Heuristics,Virtual World},\n volume = {7946 LNCS},\n id = {5622fe93-97fc-3652-8bb3-d5f216e8030c},\n created = {2020-03-11T09:39:40.956Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.956Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {There is a growing interest in virtual immersive environments such as virtual worlds for gaming, socialization, and also learning purpose. Frequently three major issues are mentioned, when using 3D worlds for educational scenarios: high technical requirements, low user acceptance and missing technical know-how. The last two issues can be decreased using an elaborate user-centric design with focus on the pedagogical objectives to improve the user experience and enhance the usability. This paper discusses design principles for immersive, three-dimensional environments and in-world tools with focus on pedagogical aspects and presents based on these principles an implementation of a virtual world environment for physics education which integrates the pedagogical model TEAL. A first showcase was built in Open Wonderland and evaluated and tested by student groups and domain experts with focus on usability and pedagogical ambitions. The evaluation shows how the implementation of a learning-centric model focusing on the pedagogical main objectives and designed in-line with the usability guidelines can minimize issues such as user acceptance and missing technical know-how. © 2013 Springer-Verlag.},\n bibtype = {book},\n author = {Pirker, J. and Gütl, C. and Belcher, J.W. and Bailey, P.H.},\n doi = {10.1007/978-3-642-39062-3_34}\n}\n\n There is a growing interest in virtual immersive environments such as virtual worlds for gaming, socialization, and also learning purpose. Frequently three major issues are mentioned, when using 3D worlds for educational scenarios: high technical requirements, low user acceptance and missing technical know-how. The last two issues can be decreased using an elaborate user-centric design with focus on the pedagogical objectives to improve the user experience and enhance the usability. This paper discusses design principles for immersive, three-dimensional environments and in-world tools with focus on pedagogical aspects and presents based on these principles an implementation of a virtual world environment for physics education which integrates the pedagogical model TEAL. A first showcase was built in Open Wonderland and evaluated and tested by student groups and domain experts with focus on usability and pedagogical ambitions. The evaluation shows how the implementation of a learning-centric model focusing on the pedagogical main objectives and designed in-line with the usability guidelines can minimize issues such as user acceptance and missing technical know-how. © 2013 Springer-Verlag.\n
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\n\n \n \n 2012\n \n \n (1)\n \n \n
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\n \n \n\n \n \n \n \n \n Iterative evaluation of a virtual three-dimensional environment for start-up entrepreneurship in different application scenarios.\n \n \n \n\n\n \n Pirker, J.; and Gütl, C.\n\n\n \n\n\n\n In 2012 15th International Conference on Interactive Collaborative Learning, ICL 2012, 2012. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Iterative evaluation of a virtual three-dimensional environment for start-up entrepreneurship in different application scenarios},\n type = {inproceedings},\n year = {2012},\n keywords = {Collaborative Learning Environment,E-Learning,Open Wonderland,Start-up Entrepreneurship,Virtual Incubator,Virtuel 3D Worlds},\n id = {edecb85a-f6e0-38be-b19d-a7eb9af29a15},\n created = {2020-03-11T09:39:40.324Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.324Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {The Virtual Incubator World (VIW) is a virtual three-dimensional learning environment developed in Open Wonderland and is designed to support start-up entrepreneurs during the phases of knowledge acquisition, establishment of social networks and business idea exploitation. Therefore this environment is designed to support functionalities such as collaborative activities, possibilities to train key competences, resource provision but also role playing games. A helpful, motivational and friendly environment is the objective to be provided to the students, which supports different application scenarios and provides a collaborative solution for not only startup entrepreneurs but also for different target groups. Intention of the virtual world is to enhance learning activities in entrepreneurial courses, help start-up entrepreneurs in the beginning and also in the promotional phase and should facilitate the business incubator's activities. This paper introduces the different VIW branches designed for the needs of those different person groups, points out the different requirements and focuses on the evaluation of the defined application scenarios. According previous studies the major problems were defined as security, technical and acceptance issues. Due to iterative evaluations the VIW and according scenarios were improved to enhance in particular the users' acceptance of the novel e-learning and collaboration possibility by pointing out the advantages in comparison to conventional e-learning tools. Also technical issues were minimized by establishing exhaustive instructions and tutorials. © 2012 IEEE.},\n bibtype = {inproceedings},\n author = {Pirker, J. and Gütl, C.},\n doi = {10.1109/ICL.2012.6402035},\n booktitle = {2012 15th International Conference on Interactive Collaborative Learning, ICL 2012}\n}\n\n The Virtual Incubator World (VIW) is a virtual three-dimensional learning environment developed in Open Wonderland and is designed to support start-up entrepreneurs during the phases of knowledge acquisition, establishment of social networks and business idea exploitation. Therefore this environment is designed to support functionalities such as collaborative activities, possibilities to train key competences, resource provision but also role playing games. A helpful, motivational and friendly environment is the objective to be provided to the students, which supports different application scenarios and provides a collaborative solution for not only startup entrepreneurs but also for different target groups. Intention of the virtual world is to enhance learning activities in entrepreneurial courses, help start-up entrepreneurs in the beginning and also in the promotional phase and should facilitate the business incubator's activities. This paper introduces the different VIW branches designed for the needs of those different person groups, points out the different requirements and focuses on the evaluation of the defined application scenarios. According previous studies the major problems were defined as security, technical and acceptance issues. Due to iterative evaluations the VIW and according scenarios were improved to enhance in particular the users' acceptance of the novel e-learning and collaboration possibility by pointing out the advantages in comparison to conventional e-learning tools. Also technical issues were minimized by establishing exhaustive instructions and tutorials. © 2012 IEEE.\n
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\n\n \n \n 2011\n \n \n (1)\n \n \n
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\n \n \n\n \n \n \n \n \n Implementation and evaluation of a collaborative learning, training and networking environment for start-up entrepreneurs in virtual 3D worlds.\n \n \n \n\n\n \n Gütl, C.; and Pirker, J.\n\n\n \n\n\n\n In 2011 14th International Conference on Interactive Collaborative Learning, ICL 2011 - 11th International Conference Virtual University, VU'11, 2011. \n \n\n\n\n
\n\n\n\n \n\n \n \n doi\n \n \n\n \n link\n \n \n\n bibtex\n \n\n \n \n \n abstract \n \n\n \n\n \n \n \n \n \n \n \n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n\n\n
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\n\n\n@inproceedings{\n title = {Implementation and evaluation of a collaborative learning, training and networking environment for start-up entrepreneurs in virtual 3D worlds},\n type = {inproceedings},\n year = {2011},\n keywords = {Collaborative Learning Environment,E-Learning,Open Wonderland,Start-Up Entrepreneurship,Virtual 3D Worlds,Virtual Incubator},\n id = {90e342db-c762-397b-b50c-cbf3a592858e},\n created = {2020-03-11T09:39:40.326Z},\n file_attached = {false},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-03-11T09:39:40.326Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {false},\n hidden = {false},\n private_publication = {false},\n abstract = {Exchange of knowledge and ideas, building up a social network and gaining the specific expertise are the first most important steps before starting an own business or enterprise. Business incubator programs and also university innovation courses try to provide these services and impart the according knowledge to start-up entrepreneurs. Especially for potential entrepreneurs already in workforce who want to study further it is hard to find time for training sessions or workshops offered by incubators. Virtual 3D Worlds can support the needs of start-up entrepreneurs who cannot participate at local meetings, so that they can build up social contacts to peers, experts and also to potential financiers, but have also the possibility to participate in virtual seminars and workshops to gain the required knowledge. This paper focuses on identifying advantages of using Virtual 3D Worlds to enhance the imparting of the required expertise to start a business and points out ways to improve learning effects. Within this framework a Virtual 3D World especially for incubation services is implemented followed by an evaluation by students, domain experts and also pedagogical and cognitive science experts. Two different and independent studies were used to identify issues and potentials of the designed Virtual Incubator World and should also help to generalize the findings to the field of research. © 2011 IEEE.},\n bibtype = {inproceedings},\n author = {Gütl, C. and Pirker, J.},\n doi = {10.1109/ICL.2011.6059548},\n booktitle = {2011 14th International Conference on Interactive Collaborative Learning, ICL 2011 - 11th International Conference Virtual University, VU'11}\n}\n\n Exchange of knowledge and ideas, building up a social network and gaining the specific expertise are the first most important steps before starting an own business or enterprise. Business incubator programs and also university innovation courses try to provide these services and impart the according knowledge to start-up entrepreneurs. Especially for potential entrepreneurs already in workforce who want to study further it is hard to find time for training sessions or workshops offered by incubators. Virtual 3D Worlds can support the needs of start-up entrepreneurs who cannot participate at local meetings, so that they can build up social contacts to peers, experts and also to potential financiers, but have also the possibility to participate in virtual seminars and workshops to gain the required knowledge. This paper focuses on identifying advantages of using Virtual 3D Worlds to enhance the imparting of the required expertise to start a business and points out ways to improve learning effects. Within this framework a Virtual 3D World especially for incubation services is implemented followed by an evaluation by students, domain experts and also pedagogical and cognitive science experts. Two different and independent studies were used to identify issues and potentials of the designed Virtual Incubator World and should also help to generalize the findings to the field of research. © 2011 IEEE.\n
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\n \n \n\n \n \n \n \n \n \n Advancing Game Design with Eye-tracking and Think-aloud Studies.\n \n \n \n \n\n\n \n Pirker, J.\n\n\n \n\n\n\n . .\n \n\n\n\n
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\n\n\n\n@article{\n title = {Advancing Game Design with Eye-tracking and Think-aloud Studies},\n type = {article},\n id = {60c3acd7-0c40-3931-b392-c3306c6cc28b},\n created = {2020-05-12T18:44:23.336Z},\n file_attached = {true},\n profile_id = {8fbeb018-710b-349c-aea5-aa32912698c2},\n last_modified = {2020-05-12T18:45:11.252Z},\n read = {false},\n starred = {false},\n authored = {true},\n confirmed = {true},\n hidden = {false},\n private_publication = {false},\n bibtype = {article},\n author = {Pirker, Johanna}\n}\n