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In recent years, gamified e-learning earned its place in higher education. Aligned to the audience, the content and the learning goals design elements are orchestrated around the backbone of any gamified intervention: the story. The art of storytelling is old and well-established, but digital storytelling is not yet fully explored. To narrow the gap, this chapter derives a solution space for design parameters for digital storytelling from key literature. Informed by this solution space, the next iteration of a gamified e-learning environment on procurement, manufacturing, and sales supported by the Enterprise Resource Planning System SAP S/4 HANA could evolve to add to the body of knowledge. This solution space can inform teachers, e-learning designers, and researchers and accelerate the creative process of digital storytelling.
School of Economic Disciplines, University of Siegen, Siegen, Germany
*Address all correspondence to: anke.schuell@uni-siegen.de
1. Introduction
Triggered by the social distancing regulations enforced by the pandemic, e-learning gained a foothold in higher education. A new culture of teaching and learning evolved that promotes active and autonomous learning [1, 2], with positive impacts reported on engagement and intrinsic motivation [3, 4] but also with high dropout rates [5, 6]. Gamification provides enrichment to e-learning that fosters active and engaging learning, giving a “fun spirit to academic activities” [7, 8, 9]. Even though promising, gamification is a path that needs to be threaded carefully in higher education. To avoid what critics call “chocolate-dipped broccoli” [10, 11, 12], studies for meaningful gamification are called for [13, 14].
Storytelling can be a powerful tool to endorse meaning, but even though the art of storytelling is an old and well-established teaching/learning method, meaningful digital storytelling in e-learning and/or gamified learning environments is not yet fully explored [15]. And even though recent research provides a broad spectrum of case studies from cybersecurity [16], law- and policy-making [17] to climate change [18, 19], cultural heritage [20], and heart failure [4, 21] in digital formats ranging from immersive virtual reality [16], mobile augmented reality [22], to real-life supported, for example, by escape boxes [23], a comprehensive overview of design parameters for storytelling related to e-learning is lacking.
This chapter is a continuation of previous Educational Design Research on gamified self-paced e-learning explored in real-life situations at a German university [24, 25] and explores design elements that the growing maturity of gamification suggests as promising for deeper learning: storytelling and challenges [26]. The research discussed in this chapter aims to contribute to the body of knowledge by providing a solution space of design parameters for digital storytelling evaluated within the scientific community. It is relevant to inform teachers, e-learning designers, and researchers by facilitating the innovative digital storytelling process and laying the groundwork for further research. This is guided by one question: Which design parameters for digital storytelling were evaluated by the scientific community?
The chapter adds to the body of knowledge a case study for using this solution space to design the digital storytelling of the next iteration of a gamified e-learning environment on business information systems. The story is related to the content and aims to endorse a sense of meaning and to make it more intriguing. In an experimental approach to evolving a real-life learning situation, the deployment will be followed by quantitative and qualitative evaluations grounded primarily on the flow theory. The design of the next iteration of this e-learning environment will thus be guided by two questions: Will broadening the options for “learning from mistakes” make the learning scenarios more realistic and more challenging? Can 3D storytelling improve a sense of meaning by taking students deeper into a (virtual) reality represented by the data processed within the scenarios?
With Educational Design Research, an iterative approach has been chosen to actively solve complex real-world educational problems grounded on education and technology research and directed toward expanding the body of knowledge [27]. Educational Design Research is innovative and experimental, based on a sound pedagogical and technical understanding, systematic evaluations, and continuous improvement of solutions. An optimal solution to an educational problem should be creative and innovative but also usable within the specific context of interest [28]. It is innovative if an idea, practice, or object is new to an industry, to a firm, to a customer [29, 30], or to an educational problem. Educational design research can be driven by research motives, design motives and/or motives to change educational practices that constantly and concurrently influence the research and design decisions [28].
Within this chapter, the complex real-world educational problem arose during the pandemic, when hands-on training on business processes in SAP S/4 HANA had to work from a distance. Aligned with the course’s learning goals, a rich media self-paced e-learning environment with gamification elements evolved [24, 25] without compromises regarding the complexity or scope of the content. Due to the positive students’ response, the solution perpetuated into a blended learning environment that allows students to learn in their own pace anywhere and anytime. Following an iterative approach to this real-world educational problem led to several iterations. The iteration discussed in this chapter is grounded on observations of student’s feedback and guided by flow theory and the theory of persuasion. Adjustments are evaluated toward a deeper sense of meaning by providing a more intriguing story and as part of a realistic learning experience: broader options to fail and learn from failure.
The chapter is structured as follows: Section 2 gives a short overview of the flow theory and persuasion in e-learning; Section 3 provides background information on gamification and challenges that come with the freedom to fail. In Section 4 a solution space for design parameters for digital storytelling in e-learning is derived from key literature. Section 5 presents a case study informed by the solution space. The paper ends with a conclusion (Section 6).
Distance Learning is an old and well-established learning concept for education delivery. It replaces the same-time, same-place, face-to-face environment of a traditional classroom by delivering education over a distance [31]. E-learning creates, fosters, delivers, and facilitates learning, anytime and anywhere, with the use of interactive network technologies and can be understood as the next evolutionary step of distance learning [32]. A shift toward blended learning by opening e-learning to local students is widely supported [33]. E-learning enables learners to prepare or revisit a lecture and to reinforce the knowledge construction process [33]. A successful enhancement of learning experiences by digital design elements requires a complex blend of technological, pedagogical, and organizational components [34]. Within a recent literature review, two important continuums for e-learning in higher education were identified: an active learning continuum and an authentic learning continuum [35].
Learning is an individual, personal experience and, thus, should be student-centered [36]. Within student-centered learning environments, intrinsic motivation is the most important aspect. The theory most often referred to in this context is the flow theory. Flow is a mental state of deep concentration in which an individual is totally absorbed by an activity [37]. The focus on this activity is so complete that people within this state of flow get lost in it [37], so deep in concentration that they lose their sense of time and become unaware of their surroundings. The state is temporary, perceived as pleasant, and free of anxiety, boredom, or pressure [38]. It is a state of total immersion and engagement [39]. Within this state of flow, skills and challenges are perfectly balanced [38], and the tendency is high to grow with the challenge and learn new skills [40]. The achievement of this state could be fostered by authentic learning settings, allowing learning to happen as an interactive experience embedded in an ecosystem called a classroom or learning space [41]. The concept of flow in education has often been studied in combination with other theories and aspects like intrinsic motivation, or self-determination theory, social cognitive theory, self- and collective efficacy, or self-regulation [41]. Flow theory provides additional explanatory aspects on psychological determinants of commitment and persistence for adults and for lifelong learning [41].
Persuasion is an intervention directed toward a change in behavior by changing someone’s mental state and attitude [42]. Persuasive technologies can induce informal learning by applying persuasive design principles [43]. Case studies on persuasive learning environments on various topics indicate that these principles also work for more formal learning objects [44, 45]. For the design of persuasive technology directed to a change in behavior or attitude, eight steps are recommended [46]:
Goals: Simple goals for a start instead of big, ambitious objectives.
Audience: Receptive, not resistant.
Identification of barriers to behavioral change.
Technology: Deciding on a technology the target group is familiar with.
Best Practices: Evaluate successful examples of persuasive technology.
The term gamification refers to the application of design elements from game contexts in non-game contexts [47]. In contrast to plays, games have a goal and a purpose [48] and cannot be judged by the same criteria as games [48]. In a learning context, the achievement of learning goals is the main priority, without compromising for the sake of playfulness [11, 12]. Instead, gamified interventions should be understood as an enrichment of an intervention by game elements, accompanied by a game-like surface [49]. Gamification aims at increasing users’ intrinsic and extrinsic motivation and assists in processing information to improve the achievement of goals [23] and/or to change their behavior [39]. When the intention is directed toward a behavioral change, gamified interventions belong to a subset of persuasive technologies and should apply persuasion design principles [50]. In a learning context, gamified interventions aim to engage learners, using elements directed toward scarcity, commitment, and consistency [51] and a persuasive narrative, “The design of a gamified intervention is complex” [52]:
elements and mechanics of games cannot be transferred so easily to another context,
directing gamified interventions toward increased (intrinsic) motivation requires some knowledge of motivational psychology and
if the gamified intervention is directed toward a change of behavior in real life, this adds another layer of complexity.
Recent publications voiced some doubts regarding the benefits of playful or gamified learning environments with a strong focus on extrinsic motivation and instead pleaded for a playful engagement with particular contexts and objects in tune with the purposes and goals of that object and context [53]. The goal or challenge should be clear from the start and broken down into smaller goals, challenges, or missions. The achievement of a goal or the completion of a mission can be rewarded with a badge, points, virtual currency, etc. [49], to encourage the user to pursue. The most important requirements for gamified interventions are [52]:
sound understanding of users, their motivation and needs and the characteristics of the context,
clear goals of the gamification project,
early tests and evaluation (iterative and user-centered approach),
holistic approach including motivation theories and game design,
early consideration of legal and ethical constraints,
a consideration of cheating, and
continuous monitoring and optimization.
Design principles for gamification and persuasive systems can be clustered into individual behavior principles, social behavior principles, hedonic experience principles, and context principles [54]. Gamification design is tailored to suit a specific context, the problem to solve, the desired effects, and the target group [51]. The problem to solve can be fictional but should be aligned with the learning goals. The challenge should be adjusted to the skills, allowing learners to take decisions. Choices are an important element of a game: the options to choose and to provide an idea of control [50]. This includes the choice to participate, to accept a challenge, and to fail.
Beyond supporting student’s engagement, gamified approaches, educational games, and gamification techniques can provide opportunities to learn from failure [53]. Students, who fail in a safe environment, self-reflect, learn from the experience, and will gain self-confidence. Failure in a problem-solving learning process can be process-oriented or solution-oriented [55]. Failure as part of a learning process can support flexibility, induce reflective reasoning, and broaden the search for alternative approaches [55]. To initiate reflective reasoning, students must be aware of failures in their learning process or the solution [55]. Failure can also lead to frustration, low confidence, and disengagement, so guidance and assistance are recommended [55]. Failure or mistakes can lead to a perception of scarcity. Scarcity is an important principle of persuasion [51]: things hard to get are perceived as more valuable and more precious than those that come easily.
4. Design options for digital storytelling in e-learning
Gamification requires a game-like surface, visual stimulation, and visual clues to imbue an atmosphere, a theme, or a situation [50]. The graphics, in combination with an appropriate orchestration of persuasive techniques, initiate the perception of an intervention as a gamified intervention [49, 50]. Avatars, illustrations, and simulations are among the most frequently used graphical elements documented in game-based learning [56]. Virtual or augmented reality can be perceived as a design element for a game-like learning approach that can trigger curiosity [57].
3D-representations of teachers and/or students within a virtual scene can avoid a sense of isolation and instead lead to high degrees of perceived presence in the virtual world, the copresence of teachers and/or other students [57]. When people are the subject of learning, 3D representations of these people can raise the interest of students and their engagement when a virtual representation allows them to interact with these persons. A treasure hunt in historical scenes accompanied by virtual humans reveals the power of storytelling supported by seamless integration of 360-degree videos, 3D artifacts, and virtual human engagement to establish an emotional connection with users, providing a meaningful learning experience [58].
Gamification design should pick up the discipline and the content, “play” with it, and eventually build up a narrative around it [51]. Narrative-based learning is an active learning methodology that is driven by a narrative using any medium [59].
To evaluate successful examples or best practices of persuasive technology for digital storytelling, research of design options for storytelling in e-learning environments was conducted on Scopus using the search criterion (“design elements”) AND (storytelling OR narrative) AND (education OR learning OR teaching). The inclusion criteria were as follows:
publications in English,
peer review,
final publication stage,
published 2021 onwards, and
(higher) education.
Excluded were reviews. Only research accessible as full text could be considered. The remaining 23 papers were dominated by the subject areas of Computer Science, Social Sciences, and Engineering. Grounded on this and on literature from adjacent fields, a morphological field of design parameters (Table 1) was constructed by examining configurations in this field to identify a possible, viable, practical, or interesting subset of configurations: the solution space [90, 91].
Selection of design elements for digital storytelling in e-learning with example references.
This solution space provides a selection of design parameters suitable for the purpose and evaluated within the scientific community. Even though this morphological approach might restrain creativity, it can accelerate the creation of innovative ideas. There are relationships and constraints between the design parameters, for example, due to legal constraints: there is a minimum age for fully immersive VR, forbidding its deployment for younger children. Other relationships and constraints should be analyzed thoroughly and would require further exploration.
Digital storytelling refers to stories on a specific theme or topic by blending a mixture of rich media into a digital format accessible via a computer or any other device capable of playing videos [15]. Digital stories can be personal narratives, historical documentaries, or stories related to a particular concept or practice [80] and are a powerful tool to endorse a sense of meaning. This sense of meaning is paramount for teaching/learning environments: The whole construction of knowledge is built through the process of meaning-making [92]. That is the point of education: that students learn something from someone, and they learn it for a reason; it is about content, purpose, and relationships [93].
Within a teaching/learning context, the role of the narrator is another criterion of differentiation. Teachers create educational digital storytelling that can increase interest in new ideas or clarify abstract or conceptual content [80]. Based on a systematic literature review, eight types of outcomes for educational digital storytelling by students were identified: affective, cognitive, conceptual, academic, technological, linguistic, ontological, and social outcomes [15]. Social-emotional learning by storytelling aims at stimulating the social part of the brain by activating learners’ emotions, thus increasing their receptiveness to information [94]. Students playing an active role in the learning process can have a positive impact on their perception of knowledge [59]. Interactive learning concepts are, for example, simulated, case-based, problem-based, or scenario-based learning [33].
The search for meaning is a part of human nature, a quest spoken to by storytelling [94]. A story refers to a succession of events and actions that take place in a scenario represented by a narrative [95]. “Meaningful storyfication” enriches online learning with an engaging, motivating story [96] that students perceive as relevant to their personal goals [18]. The story must be intrinsically linked to the content [16]. Meaningful learning can be supported by excitement, stimulation, and engagement in the learning process [38]. 3D-design elements could add to the learning experience by providing immersive experiences, improving a sense of reality, and raising interest and curiosity.
The audience of the case study presented in this chapter is undergraduate students in business administration and business law. Students are adult learners, self-directed human beings who expect to be perceived as such [97]. They cannot be fed knowledge against their will but are alive and learn in an attempt to create meaning [98]: they are a receptive, non-resistant audience. Adults possess higher physical, cognitive, and mental abilities than children [24] and should be supported in their quest for meaning-making in their learning activities. Adult learning should thus be oriented on situations and on solving problems [99]. It should be life-centered and self-directed, and different preferences should be considered regarding style, time, place, and pace of learning. It should also place learning from experience at the core of the learning process [97].
The course presented in this chapter was imbedded in a learning module on Business Information Systems. The learning objectives were clearly communicated and not disguised. Following the objectives of the course a case study evolved around the process related to manufacturing and selling bikes. Special consideration was on raising curiosity and on maintaining students’ motivation all through the course. Gamification elements were used to increase engagement (e.g., a roadmap and badges), intended to trigger associations of leisure activities and to bring more ease into the learning process.
The scenario evolved over the years. In 2020, a self-paced e-learning environment was developed to cope with the learning situation during the pandemic. Within an iterative approach, this e-learning environment was improved, and flaws and inconsistencies were reduced. Altogether, the learning setting was perceived well by the students [24] even after the pandemic. Within this course, first-hand experiences in the support of business processes through enterprise resource planning systems (ERP systems) should be gained through hands-on training using the example of SAP S/4 HANA. The SAP S/4 HANA system used by our university is hosted by the SAP Academic Competence Center (SAP ACC) in Munich. The SAP ACC provides customized systems and several well-defined case studies. The case study presented here extends the case studies included in the system by challenges related to activities from procurement, manufacturing, and sales to integrated business processes involving different organizational units. The setting is fictional but authentic and provides the preliminaries of understanding how activities within an organizational unit or poor data quality can have an impact on the activities of another organizational unit of a company. At the end of the course, students should be familiar with business processes and material flows in procurement, manufacturing, and sales, as well as the accompanying financial flows. Students should be aware of the relationship between information and material flows and should realize the importance of data quality. Connected with the business processes, some terms and concepts (e.g., Material Requirements Planning, Calculation of Production Costs, and Target Costing) are introduced to build the foundation for the following courses.
According to the nature of evolutionary approaches, observation of the students within face-to-face courses, communication with students over the learning management system or per email, assessments of the data quality in SAP S/4 HANA, and the regular evaluation of the course revealed issues to be dealt with, that led to requirements for the next iteration, for example:
Content and information within the e-learning environment were distributed over a mix of various media to avoid monotony and to keep interest high. The content was meant to be complementary with videos explaining the goals of each scenario, screencasts for interacting with the SAP S/4 HANA system, process diagrams following the Business Process Model and Notation (BPMN 2.0), data sheets with a compact summary of the relevant data and the corresponding data fields, audio files with additional information about concepts and definitions, etc. The observation of students revealed that some prioritized certain types of media, for example, screencasts or data sheets, sometimes missing complementary content crucial for a sense of meaning. Providing rich media content stays beneficial for most students, but some redundancy of the content crucial for understanding the process is required.
Screencasts came with thorough explanations of the process but without subtitles. This is an issue for students with impaired hearing and for those students who muted the videos when in the classroom. Subtitles must therefore be included.
The scenarios should leave more room for students’ decision making, giving students a stronger sense of control.
Some screencasts provided too detailed descriptions, leaving too little room for students’ decision making. Too simple challenges or over-explanation lowers the intensity of attention [55] and reduces the number of solution attempts [100]. Screencasts should thus be less detailed. This will lead to increased numbers of mistakes but also to challenges that should be perceived as more rewarding.
Already established communication processes for constructive feedback and troubleshooting [25] should be expanded to cover a broader range of possible mistakes.
The case study is about business processes. Following these processes, the students interact with the SAP S/4 HANA system. They maintain master data, insert data representing, for example, purchase orders or invoices, and extract information about material requirements or unpaid invoices. The SAP S/4 HANA system notifies students about inconsistencies (e.g., missing data or conflicts with certain rules). Most students get along well, but some students were so focused on flawlessly entering the data into the system, that they lost the awareness of the activities behind it and how they relate to the process. The story behind the processes should therefore become more meaningful and intriguing and supported by visual clues, for example, 3D representations of elements to enhance the persuasion of the story.
Grounded on the options previously explored (Table 1), the design parameters for digital storytelling in this iteration of a self-paced e-learning environment evolved (Table 2) as a subset of the solution space.
Criteria
Design parameters
Audience
Adults
The audience is mostly undergraduate students of Business Administration and Business Law.
Narrator
Teacher
The story is predefined by the lecturer.
Degree of Activity
Interactive
Events and activities along the business processes are represented by data. The representation of this data is maintained by the SAP S/4 HANA system. The students interact with this SAP S/4 HANA system and take decisions, thus taking control over the business process.
Situation
Blended Learning
Even though the learning environment is accessible from anywhere, experiences from previous years and students’ observations showed that face-to-face courses are not obsolete but still necessary in this concept.
Degree of collaboration
Individual
The story is predefined, and students can change the turn of events with the choices they make, which are limited by the logic of the plot.
Characteristics
Stories related to a particular concept or practice
The story spins around the manufacturing and sales processes of bikes. These business processes are the concept of interest for this story. The sequence of events of the story corresponds with the sequence of events and activities in the business processes.
Perspective
Plot-based
The plot spins around a bike company.
Approach
Problem-based learning
Several events/problems occur along the business process that requires students to make decisions.
Realism
Fictional
The plot is fictional, leaning on real-life business processes, but simplified for the purpose of learning.
Medium
Rich media
A variety of media is combined: videos, texts, audio files, animations, and 3D objects.
3D Visualization
Scenes and Concepts
The bike and the scenes are visualized in 3D to take the students deeper into the story.
Table 2.
Design parameters for the next iteration.
Students should get a business-oriented process understanding supported and enabled by the SAP S/4 HANA system. Some basic terms are introduced along the process, with content adjusted to the events and activities. Messages, information, and content are more likely to be persuasive when they find fertile ground (receptive audience) and are delivered at the right time and place [101]. Connecting information about, for example, bill explosion or target costing with events and problems along the story connects the information with activities in realistic learning settings, thus adding meaning to each learning element. The story driving these processes is simplified but leans on real-life situations. Conferring the responsibility for the business processes to the students increases their sense of control. The option for failure will be broadened by decision making, without leaving students alone.
Mistakes can and will happen in any scenario and will have an influence on other activities; thus, they must be dealt with. The mistakes can be related to data (e.g., missing data and wrong data) or to activities (e.g., wrong activity, wrong sequence, and missing out activities). These mistakes have an impact on the chain of events and prepare students for similar situations in real life [25]. The option for decision-making will be expanded within this new line of story and, consequently, the option to fail and learn from failure and mistakes. The trouble-shooting routines already established will be broadened to assist and support face-to-face and remote. Instantaneous feedback keeps the interest of learners alive [33].
Following the customizing of the SAP S/4 HANA system with some minor adjustments, the story deals with the production of bikes, leading the students through the business processes step-by-step. Students are assigned an active role in a story, a role similar to a role they might have in the near future (scenario-based learning) [102]. This concept will be expanded toward intensified storytelling supported by visual clues. Problem-based learning will be supported by events that cause problems, problems students must deal with along the line of events. 3D elements provide visual clues to convey core elements of the story: 3D models of the bike and its parts (Software: Gravity Sketch) and several simple scenes (Software: Adobe Substance 3D Stager), for example, a showroom, a storage room, production planning, accounting. To relate the story to the SAP S/4 HANA system supporting the process, a PC or Laptop with a screenshot of the SAP Fiori Interface of SAP S/4 HANA is placed within each room (Figure 1), indicating the option to jump into the system along the chain of events.
Figure 1.
Visual embedding of the SAP S/4 HANA system into the story.
The learning objectives of this course are related to business processes. Business processes can be described as a sequence of activities, each related to business goals and triggered by events. Business processes are therefore almost predestinated for storytelling, as events are also building blocks of a story.
Within this case study, events are characterized by a description, a problem, and learning goals, triggering students’ activities. Each activity causes new events, triggering the next activities. A selection of events should show the pattern behind them.
5.1 Example event: new bike is designed
The organizational unit “Research and Development” came up with the concept of a brand-new bike (Figure 2). The Marketing department already confirmed that the bike could be sold at 999€ per piece.
Figure 2.
3D scene of a research and design-department showing the bill of material of a new bike pinned to the wall and a visual embedding of the SAP S/4 HANA system on the desktop.
Problem:
How can this new bike be added to the system?
Learning goal:
Students get familiar with multilevel parts lists (Bill of Material), work schedules, and how the list of parts can be linked to an operation. Each operation is assigned to a working place and requires planning set-up times, machine times, and labor times, introducing students to terms like cost categories, cost centers, and activity types.
5.2 Example event: proof of concept is necessary
To prove the concept, a certain number of bikes must be manufactured.
Problem:
None of the raw materials required to build a bike are in stock (Figure 3).
Figure 3.
3D scene of an empty storage room with a visual embedding of the SAP S/4 HANA system as a visual clue pointing toward the corresponding interactions related to purchasing processes in SAP S/4 HANA.
Learning objective:
Students get familiar with the term Material Requirements Planning (MRP) before the purchasing process is discussed, and the students jump into the SAP S/4 HANA system.
5.3 Example event: price calculation is necessary
A customer has seen an advertisement for the new bike and requests the prices for the bike.
Problem:
Prices should be above the production cost, but production costs have not been calculated yet.
Learning goal:
Students get familiar with the calculation of manufacturing costs based on the costs derived from the working schedule, the bill of material (Figure 4), and the process paid for the raw materials in the previous step. The students get familiar with sales processes in the ERP system. They understand terms like profit margins and the limits of sales discounts.
Figure 4.
Bill of material of the bike (simplified).
5.4 Example event: price reduction is requested
The customer is a wholesaler interested in buying more bikes, but not for 999$ per piece. A price reduction is requested.
Problem:
The production costs will be too high to lower the price as requested by the customer.
Learning goals:
Students get familiar with the term “Target Costing” and evaluate options to lower production costs before they go into SAP S/4 HANA to place several purchase requests, to lower the prices for raw materials and/or to adjust the working schedule. After the stock was replenished, the production costs should be calculated again, making students familiar with moving average prices.
5.5 Example event: order exceeds stock
The wholesaler orders a significant number of bikes.
Problem:
The bikes in stock will not cover the demand.
Learning goal:
Already familiar with material requirements planning, the student can do the MRP Run in SAP S/4 HANA, replenish raw materials (Figure 5), and produce semi-finished and finished products as required. After that the order of the customer can be shipped, and the financial flow settled.
Figure 5.
3D scene of the storage room with a visual embedding of the SAP S/4 HANA system as a visual clue pointing toward the corresponding interactions in SAP S/4 HANA.
To get an overview of digital storytelling’s state of the art and collect concepts and ideas suitable for this context, a solution space was presented in this chapter as a morphological box fueled by key literature. This chapter contributes to the body of knowledge by putting the solution space of these design parameters up for discussion. This is relevant by informing further research and by accelerating the creative process of storytelling for teachers and designers of gamified e-learning environments. This solution space was constructed to inform a specific context and is thus incomplete. A more thorough literature review would be required to cover all configurations in the field and to explore relationships between design elements in depth.
This chapter contributes to the body of knowledge by providing an iterative approach toward gamified self-paced e-learning about business information systems at a university. The core of the concept has proven itself within the last semesters but must evolve into another iteration. A more intriguing story should improve this iteration meant to take students deeper into the business processes and to endorse a higher sense of meaning. The story is the backbone of gamification [84]. It plays with the content of the course, digitalizes business processes, and transfers the experience toward the digitalization of learning processes. The concept is designed for a specific audience, content, and teaching style; thus, it will not be representative on a broader scale.
The story should be supported by visual clues to become more convincing and to make sure that the process dominates the data instead of the other way around. The design decisions for enriching the learning environment presented in this chapter with digital storytelling were extracted from the solution space of design parameters for digital storytelling. This more sophisticated 3D-based storytelling puts the process stronger in focus but has yet to prove itself in a real-life situation in the next semester and will have to be evaluated properly.
The concept presented in this chapter is student-centered, self-directed, and problem-oriented. It follows the concept of learning from experience and integrates failures and mistakes into the didactic concept of the course. It provides an example of additional values of active learning, self-determined, and directed toward meaningful learning for the target group of adult learners.
Failure is paramount in gamification: challenge comes with the option of failure. Accepting a challenge involves accepting potential failure and getting ready to grow in the process. The option of failure is essential for the learning process, as well as the ambition to master a challenge, a strong intrinsic motivation, and a strong driver to keep going: an interactive learning strategy should empower learners to apply what they learned in the real world [33]. The option of failure makes learning more realistic. It prepares for real life, where failure can have serious consequences. As there is still a paucity of research on learning from failure, from experience, or from mistakes in e-learning, this case study contributes to the body of knowledge but also invites further research.
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