Universität Rostock, 2021
Abstract: The central assumption of this work is that computer games are particularly characterized by their algorithmic component and that this component should therefore also be focussed on when employing computer games as an educational method. Based on the procedural rhetorics of Ian Bogost, his sources, are traced and expanded with an educational perspective. As a result, a model is presented that locates the focus of educational options on the procedural respective algorithmic level. A collection of procedures is worked out for the concrete encoding of learning objectives.
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