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    <subTitle>prozedurale Kodierung von Bildungsinhalten in Computerspielen</subTitle>
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  <abstract type="Summary">Zentrale Annahme dieser Arbeit ist es, dass Computerspiele sich in besonderem Maße durch ihre algorithmische Komponente auszeichnen, und diese Komponente deshalb auch bei der Nutzung als pädagogische Methode in den Vordergrund rücken sollte. Ausgehend von der prozeduralen Rhetorik Ian Bogosts werden dessen Quellen, insbesondere die Serious Games von Clark Abt und die konzeptuellen Metaphern von George Lakoff &amp; Mark Johnson, mit pädagogischem Blick erweitert. Als Ergebnis wird ein Modell vorgestellt, das den Schwerpunkt pädagogischer Handlungsmöglichkeiten in der prozeduralen Ebene verortet.&lt;ger&gt;</abstract>
  <abstract type="Summary">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.&lt;eng&gt;</abstract>
  <note type="statement of responsibility">vorgelegt von Mattes Sarcander</note>
  <note>GutachterInnen: Wolfgang Nieke (Universität Rostock) ; Alke Martens (Universität Rostock) ; Georg Cleppien (Universität Augsburg)</note>
  <note type="thesis">Dissertation Universität Rostock 2022</note>
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