TY - JOUR A1 - Philipp, Rebecca A1 - Kriston, Levente A1 - Kühne, Franziska A1 - Harter, Martin A1 - Meister, Ramona T1 - Concepts of metacognition in the treatment of patients with mental disorders JF - Journal of rational emotive and cognitive behavior therapy N2 - While metacognitive interventions are gaining attention in the treatment of various mental disorders, a review of the literature showed that the term is often defined poorly and used for a variety of psychotherapeutic approaches that do not necessarily pursue the same goal. We give a summary of three metacognitive interventions which were developed within a sound theoretical framework-metacognitive therapy, metacognitive training, and metacognitively-oriented integrative psychotherapies-and discuss their similarities and distinctive features. We then offer an integrative operational definition of metacognitive interventions as goal-oriented treatments that target metacognitive content, which is characterized by the awareness and understanding of one's own thoughts and feelings as well as the thoughts and feelings of others. They aim to alleviate disorder-specific and individual symptoms by gaining more flexibility in cognitive processing. KW - metacognition KW - therapy KW - training KW - narrative KW - interpersonal KW - mental KW - disorders Y1 - 2019 U6 - https://doi.org/10.1007/s10942-019-00333-3 SN - 0894-9085 SN - 1573-6563 VL - 38 IS - 2 SP - 173 EP - 183 PB - Springer CY - New York, NY ER - TY - JOUR A1 - Wiepke, Axel P. A1 - Miklashevsky, Alex T1 - Imaginary Worlds and Their Borders: An Opinion Article JF - Frontiers Media SA KW - imaginary world KW - fiction KW - narrative KW - embodied cognition KW - virtual reality KW - feeling of presence KW - mental simulation Y1 - 2021 U6 - https://doi.org/10.3389/fpsyg.2021.793764 SN - 1664-1078 VL - 12 SP - 1 EP - 2 PB - Frontiers Research Foundation CY - Lausanne, Schweiz ER - TY - JOUR A1 - Hagedorn, Christiane A1 - Serth, Sebastian A1 - Meinel, Christoph T1 - The mysterious adventures of Detective Duke BT - how storified programming MOOCs support learners in achieving their learning goals JF - Frontiers in education N2 - About 15 years ago, the first Massive Open Online Courses (MOOCs) appeared and revolutionized online education with more interactive and engaging course designs. Yet, keeping learners motivated and ensuring high satisfaction is one of the challenges today's course designers face. Therefore, many MOOC providers employed gamification elements that only boost extrinsic motivation briefly and are limited to platform support. In this article, we introduce and evaluate a gameful learning design we used in several iterations on computer science education courses. For each of the courses on the fundamentals of the Java programming language, we developed a self-contained, continuous story that accompanies learners through their learning journey and helps visualize key concepts. Furthermore, we share our approach to creating the surrounding story in our MOOCs and provide a guideline for educators to develop their own stories. Our data and the long-term evaluation spanning over four Java courses between 2017 and 2021 indicates the openness of learners toward storified programming courses in general and highlights those elements that had the highest impact. While only a few learners did not like the story at all, most learners consumed the additional story elements we provided. However, learners' interest in influencing the story through majority voting was negligible and did not show a considerable positive impact, so we continued with a fixed story instead. We did not find evidence that learners just participated in the narrative because they worked on all materials. Instead, for 10-16% of learners, the story was their main course motivation. We also investigated differences in the presentation format and concluded that several longer audio-book style videos were most preferred by learners in comparison to animated videos or different textual formats. Surprisingly, the availability of a coherent story embedding examples and providing a context for the practical programming exercises also led to a slightly higher ranking in the perceived quality of the learning material (by 4%). With our research in the context of storified MOOCs, we advance gameful learning designs, foster learner engagement and satisfaction in online courses, and help educators ease knowledge transfer for their learners. KW - gameful learning KW - storytelling KW - programming KW - learner engagement KW - course design KW - MOOCs KW - content gamification KW - narrative Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2022.1016401 SN - 2504-284X VL - 7 PB - Frontiers Media CY - Lausanne ER -