Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

Abstract

As fitness trackers promote the quantifiable self and exergaming and interactive playful installations find their way into the public domain, the design for movement comes into focus. New trends like mobile platforms for gamed-based interaction, such as Pokémon GO, are also attempting to promote an active lifestyle. Such digitally supported movement promote health and underlines a need for students to understand that movement design incorporates many aspects: technology, gamification, motivation and understanding of health. To support this, a movement innovation program was needed at our sports science and health education. We therefore ask: Which learning approach and educational factors does a learning model need to provide, in order to establish the best foundation for learning innovation and the design of game-based movement solutions within sport and health education? This paper suggests a model that covers three approaches; design ‘for’, ‘with’ and ‘of’ movement. From an innovation perspective, it is essential to sense needs and identify future opportunities. This includes understanding technologies and the lives of potential users. Being able to transform core knowledge and insights into innovative practice requires abilities best formed in a creative learning environment that also contains a production space, where physical prototypes creates realizations and insights. Learning is optimally done in project-based setups, and close contact with co-learners and mentors plays a central role in social-emotional learning. The model consisting of four levels in interplay. Level one is the foundation of learning and also the goal of character qualities development. The second level consists of four arenas in interplay: 1) the content to be learned. 2) the environment in which learning take place. 3) the community in which learning is situated. 4) the focus of sensing trends, and future opportunities. The third level embrace the learning process and the fourth level frames the purposefulness of the learning. Our ‘Movement Innovation Learning’ model (MIL) is founded on the acquisition of skills alongside the development of personal character qualities. These support innovation-learning together, based on both a purposefulness in an instrumental learning approach and also as a ‘bildung’ aspect of learning, where the knowledge acquired and created carries a value in itself.
Original languageEnglish
Title of host publicationProceedings of The 11th European Conference on Game-Based Learning
EditorsDr Maja Pivec, Dr Josef Gründler
Place of PublicationUK
PublisherAcademic Conferences and Publishing International
Publication date2017
Pages155-164
ISBN (Print)978-1-911218-56-2
ISBN (Electronic)978-1-911218-57-9
Publication statusPublished - 2017
Event11th European Conference on Games Based Learning - FH JOANNEUM University of Applied Science, Graz, Austria
Duration: 5. Oct 20176. Oct 2017
Conference number: 11
http://www.academic-conferences.org/conferences/ecgbl/

Conference

Conference11th European Conference on Games Based Learning
Number11
LocationFH JOANNEUM University of Applied Science
CountryAustria
CityGraz
Period05/10/201706/10/2017
Internet address

Fingerprint

Sports
health
learning
innovation
health promotion
sports science
trend
fitness
learning process
learning environment
contact
ability

Keywords

  • game-based design
  • design for movement
  • innovation education
  • 21st century skills

Cite this

Elbæk, L., & Friis, J. J. (2017). Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health. In D. M. Pivec, & D. J. Gründler (Eds.), Proceedings of The 11th European Conference on Game-Based Learning (pp. 155-164). UK: Academic Conferences and Publishing International.
Elbæk, Lars ; Friis, Jørgen Jakob. / Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health. Proceedings of The 11th European Conference on Game-Based Learning . editor / Dr Maja Pivec ; Dr Josef Gründler. UK : Academic Conferences and Publishing International, 2017. pp. 155-164
@inproceedings{10218eb14f0e490ba7dcbae33a4ae4eb,
title = "Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health",
abstract = "As fitness trackers promote the quantifiable self and exergaming and interactive playful installations find their way into the public domain, the design for movement comes into focus. New trends like mobile platforms for gamed-based interaction, such as Pok{\'e}mon GO, are also attempting to promote an active lifestyle. Such digitally supported movement promote health and underlines a need for students to understand that movement design incorporates many aspects: technology, gamification, motivation and understanding of health. To support this, a movement innovation program was needed at our sports science and health education. We therefore ask: Which learning approach and educational factors does a learning model need to provide, in order to establish the best foundation for learning innovation and the design of game-based movement solutions within sport and health education? This paper suggests a model that covers three approaches; design ‘for’, ‘with’ and ‘of’ movement. From an innovation perspective, it is essential to sense needs and identify future opportunities. This includes understanding technologies and the lives of potential users. Being able to transform core knowledge and insights into innovative practice requires abilities best formed in a creative learning environment that also contains a production space, where physical prototypes creates realizations and insights. Learning is optimally done in project-based setups, and close contact with co-learners and mentors plays a central role in social-emotional learning. The model consisting of four levels in interplay. Level one is the foundation of learning and also the goal of character qualities development. The second level consists of four arenas in interplay: 1) the content to be learned. 2) the environment in which learning take place. 3) the community in which learning is situated. 4) the focus of sensing trends, and future opportunities. The third level embrace the learning process and the fourth level frames the purposefulness of the learning. Our ‘Movement Innovation Learning’ model (MIL) is founded on the acquisition of skills alongside the development of personal character qualities. These support innovation-learning together, based on both a purposefulness in an instrumental learning approach and also as a ‘bildung’ aspect of learning, where the knowledge acquired and created carries a value in itself.",
keywords = "game-based design, design for movement, innovation education, sports science, 21st century skills, game-based design, design for movement, innovation education, 21st century skills",
author = "Lars Elb{\ae}k and Friis, {J{\o}rgen Jakob}",
year = "2017",
language = "English",
isbn = "978-1-911218-56-2",
pages = "155--164",
editor = "Pivec, {Dr Maja} and Gr{\"u}ndler, {Dr Josef}",
booktitle = "Proceedings of The 11th European Conference on Game-Based Learning",
publisher = "Academic Conferences and Publishing International",

}

Elbæk, L & Friis, JJ 2017, Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health. in DM Pivec & DJ Gründler (eds), Proceedings of The 11th European Conference on Game-Based Learning . Academic Conferences and Publishing International, UK, pp. 155-164, 11th European Conference on Games Based Learning, Graz, Austria, 05/10/2017.

Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health. / Elbæk, Lars; Friis, Jørgen Jakob.

Proceedings of The 11th European Conference on Game-Based Learning . ed. / Dr Maja Pivec; Dr Josef Gründler. UK : Academic Conferences and Publishing International, 2017. p. 155-164.

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review

TY - GEN

T1 - Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health

AU - Elbæk, Lars

AU - Friis, Jørgen Jakob

PY - 2017

Y1 - 2017

N2 - As fitness trackers promote the quantifiable self and exergaming and interactive playful installations find their way into the public domain, the design for movement comes into focus. New trends like mobile platforms for gamed-based interaction, such as Pokémon GO, are also attempting to promote an active lifestyle. Such digitally supported movement promote health and underlines a need for students to understand that movement design incorporates many aspects: technology, gamification, motivation and understanding of health. To support this, a movement innovation program was needed at our sports science and health education. We therefore ask: Which learning approach and educational factors does a learning model need to provide, in order to establish the best foundation for learning innovation and the design of game-based movement solutions within sport and health education? This paper suggests a model that covers three approaches; design ‘for’, ‘with’ and ‘of’ movement. From an innovation perspective, it is essential to sense needs and identify future opportunities. This includes understanding technologies and the lives of potential users. Being able to transform core knowledge and insights into innovative practice requires abilities best formed in a creative learning environment that also contains a production space, where physical prototypes creates realizations and insights. Learning is optimally done in project-based setups, and close contact with co-learners and mentors plays a central role in social-emotional learning. The model consisting of four levels in interplay. Level one is the foundation of learning and also the goal of character qualities development. The second level consists of four arenas in interplay: 1) the content to be learned. 2) the environment in which learning take place. 3) the community in which learning is situated. 4) the focus of sensing trends, and future opportunities. The third level embrace the learning process and the fourth level frames the purposefulness of the learning. Our ‘Movement Innovation Learning’ model (MIL) is founded on the acquisition of skills alongside the development of personal character qualities. These support innovation-learning together, based on both a purposefulness in an instrumental learning approach and also as a ‘bildung’ aspect of learning, where the knowledge acquired and created carries a value in itself.

AB - As fitness trackers promote the quantifiable self and exergaming and interactive playful installations find their way into the public domain, the design for movement comes into focus. New trends like mobile platforms for gamed-based interaction, such as Pokémon GO, are also attempting to promote an active lifestyle. Such digitally supported movement promote health and underlines a need for students to understand that movement design incorporates many aspects: technology, gamification, motivation and understanding of health. To support this, a movement innovation program was needed at our sports science and health education. We therefore ask: Which learning approach and educational factors does a learning model need to provide, in order to establish the best foundation for learning innovation and the design of game-based movement solutions within sport and health education? This paper suggests a model that covers three approaches; design ‘for’, ‘with’ and ‘of’ movement. From an innovation perspective, it is essential to sense needs and identify future opportunities. This includes understanding technologies and the lives of potential users. Being able to transform core knowledge and insights into innovative practice requires abilities best formed in a creative learning environment that also contains a production space, where physical prototypes creates realizations and insights. Learning is optimally done in project-based setups, and close contact with co-learners and mentors plays a central role in social-emotional learning. The model consisting of four levels in interplay. Level one is the foundation of learning and also the goal of character qualities development. The second level consists of four arenas in interplay: 1) the content to be learned. 2) the environment in which learning take place. 3) the community in which learning is situated. 4) the focus of sensing trends, and future opportunities. The third level embrace the learning process and the fourth level frames the purposefulness of the learning. Our ‘Movement Innovation Learning’ model (MIL) is founded on the acquisition of skills alongside the development of personal character qualities. These support innovation-learning together, based on both a purposefulness in an instrumental learning approach and also as a ‘bildung’ aspect of learning, where the knowledge acquired and created carries a value in itself.

KW - game-based design

KW - design for movement

KW - innovation education

KW - sports science

KW - 21st century skills

KW - game-based design

KW - design for movement

KW - innovation education

KW - 21st century skills

M3 - Article in proceedings

SN - 978-1-911218-56-2

SP - 155

EP - 164

BT - Proceedings of The 11th European Conference on Game-Based Learning

A2 - Pivec, Dr Maja

A2 - Gründler, Dr Josef

PB - Academic Conferences and Publishing International

CY - UK

ER -

Elbæk L, Friis JJ. Perspectives on a Learning-Model for Innovating Game-Based Movement in Sports and Health. In Pivec DM, Gründler DJ, editors, Proceedings of The 11th European Conference on Game-Based Learning . UK: Academic Conferences and Publishing International. 2017. p. 155-164