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- W4283463807 abstract "Abstract Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning." @default.
- W4283463807 created "2022-06-26" @default.
- W4283463807 creator A5003111331 @default.
- W4283463807 creator A5021368652 @default.
- W4283463807 creator A5076937994 @default.
- W4283463807 date "2022-06-25" @default.
- W4283463807 modified "2023-10-18" @default.
- W4283463807 title "Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance" @default.
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- W4283463807 doi "https://doi.org/10.1007/s00146-022-01514-y" @default.
- W4283463807 hasPublicationYear "2022" @default.
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