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Wir machen einen grossen Schritt ins Leben: Rettungsaktion Theresienstadt-St. Gallen 1945 biografisch erzählt.
No full textPaul Schiller StiftungJakob und Werner Wyler StiftungPublishe
The role of gamification in learning transfer: Does early skill learning predict performance in complex tasks
No full textGamification is widely employed in digital education to enhance engagement and motivation, yet its effectiveness in promoting cognitive skill transfer remains debated. This study investigated whether early learning efficiency in foundational levels (L1-L4) predicts performance in more complex tasks (L5-L8) within a physics-based educational game, and whether gamification moderates this transfer process. Ninety-four secondary school students were randomly assigned to either a gamified (n = 49) or standard (n = 45) training condition. Performance outcomes included overall efficiency, average points per attempt, and conceptual learning gains. Independent Welch's t-tests revealed no significant group differences across these metrics (all p > .05, ds < 0.12), suggesting a high degree of performance equivalence between the gamified and standard conditions. Regression analyses indicated that early learning efficiency significantly predicted later performance in Level 5 (β = 0.611, p < .001) and Level 7 (β = 0.427, p = .017), but not in Levels 6 and 8. A composite model across Levels 5-8 confirmed a generalized transfer effect (β = 0.405, p = .002, R² = .10), emphasizing the critical role of foundational skill acquisition in complex problem-solving. Gamification did not significantly moderate this overall transfer relationship. However, a notable exception emerged at Level 7: a significant interaction (β = 0.762, p = .031) suggested that gamification enhanced transfer under conditions of heightened conceptual complexity, likely by supporting adaptive learning processes. No significant trajectory effects were observed across successive levels, with participants maintaining relatively stable performance. Further analysis of foundational levels revealed that strategic variation and cognitive challenge in Levels 2, 3, and 4 contributed most strongly to later success, whereas simple introductory practice in Level 1 was insufficient. These findings indicate that while gamification alone does not universally improve learning transfer, it may selectively facilitate skill adaptation when learners face novel or disruptive challenges. The results highlight the importance of scaffolded instructional design, emphasizing task complexity and strategic engagement during early learning stages, and suggest that gamification should be deployed adaptively rather than uniformly to optimize educational outcomes.Schweizerischer NationalfondsPublishe
Vom Prompt zum Argument: Wie ChatGPT schreibdidaktisch sinnvoll bei der Ideengenerierung von argumentierenden Texten eingesetzt werden kann
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Individuelle Lernbegleitung in Mathematik: Zur Analyse von diagrammatischer Tätigkeit und dem Kommunizieren darüber
No full textBased on the semiotics of Charles Sanders Peirce, we analyze the use of sign systems in individual mathematical learning support. Our focus is on interaction patterns in diagrammatic activities and the communication about them. Considering this, the analysis method presented here shows the interplay between the use of diagrams, the activity with them, and communication about this activity as a process. This allows us to describe and compare processes in which learners participate increasingly in diagrammatic activity. As an example, we can visualize how learning difficulties are approached and how this develops in learning support. By comparing varying expertlearner pairs, differences in the evolving social practice become apparent.swissuniversitiesPublishe
Gerda Schild Haas: «What am I doing now to […] justify my saving?» Umgang mit den Verfolgungs- und Befreiungserfahrungen im «Leben nach dem Überleben»
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InterADAPT: Eine Interventionsstudie zur Förderung adaptiver Planungskompetenz im Umgang mit Heterogenität
No full textWissenschaftsverbund Vierländerregion Bodensee EVTZmbHPublishe
Exploring Gender Dynamics in Gamified Physics Learning: Investigating Gamification's Impact on Engagement and Learning Across Genders
No full textThis study examines the effects of gamification on student engagement, motivation, and learning outcomes in the Basketball Physics Challenge, a physics-based educational game. Twenty secondary school students (aged 15-18) participated in a crossover study, experiencing both gamified and standard versions of the game. The findings revealed no significant overall gender differences in motivation or performance. However, female learners showed a decrease in motivation after transitioning to the gamified condition, while male learners exhibited a slight increase. Performance metrics indicated males initially scored higher in the gamified condition, while females demonstrated higher engagement, which declined over time. A multivariate ANOVA identified significant gender effects on performance. These results suggest gamification may enhance male learners' performance, while sustaining female engagement may require adaptive strategies. The study highlights the need for gender-specific approaches in gamified educational technologies and suggests further research with larger, more diverse samples to better understand the impact of gamification on learning outcomes.Schweizerischer NationalfondsPublishe