共查询到20条相似文献，搜索用时 31 毫秒
1.
Fu-Hsing Tsai Charles Kinzer Kuo-Hsun Hung Cheng-Ling Alice Chen I-Ying Hsu 《Interactive Learning Environments》2013,21(2):116-128
While most current educational simulation games provide learners with gameplay experience to motivate learning, there is often a lack of focus on ensuring that the desired content knowledge is actually learned. Students may focus on completing game activities without learning the targeted content knowledge, thus negating the desired learning outcomes. We argue that to help students achieve improved learning performance, providing targeted content knowledge should be a specific focus in designing educational games; in addition, scaffolding strategies to promote the use of in-game contents should also be provided. Thus, the present study explores the effects and usage of providing three types of scaffolding aids in two versions of educational simulations with in-game contents. The results suggest that providing targeted content with scaffolding aid in educational simulation games helps students to achieve better learning performance. 相似文献
2.
教育游戏的研究者发现,教育游戏中添加教学策略或学习支架能够帮助学生建立游戏和学科知识之间的联系,可以有效发挥游戏的教育价值,提高学生的学习效果和学习体验。本研究在梳理学习支架理论的基础上,针对"The Tiny Bang Story"游戏设计了两种不同强度的任务支架,以研究强度不同的任务支架对不同认知风格学生的学习动机和沉浸感的影响。研究发现:任务强度不同的学习支架对不同认知风格学生的学习动机和沉浸感的影响存在显著差异;场依存型学生的学习动机和沉浸感会随任务支架强度的增加而提升;场独立型学生的学习动机随任务支架强度的增加没有显著性变化,反而沉浸感会随任务支架强度的增加呈现先升后降的正三角趋势。 相似文献
3.
The use of computer games as an educational tool: identification of appropriate game types and game elements 总被引：1，自引：0，他引：1
Alan Amory Kevin Naicker Jacky Vincent & Claudia Adams 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):311-321
Playing games is an important part of our social and mental development. This research was initiated to identify the game type most suitable to our teaching environment and to identify game elements that students found interesting or useful within the different game types. A group of twenty students played four commercial games (SimIsle, Red Alert, Zork Nemesis and Duke Nukem 3D). Results suggest that students prefer 3D-adventure (Zork Nemesis) and strategy (Red Alert) games to the other types ("shoot-em-up", simulation) with Zork Nemesis ranked as the best. Students rated game elements such as logic, memory, visualisation and problem solving as the most important game elements. Such elements are integral to adventure games and are also required during the learning process. We present a model that links pedagogical issues with game elements. The game space contains a number of components, each encapsulates specific abstract or concrete interfaces. Understanding the relationship between educational needs and game elements will allow us to develop educational games that include visualisation and problem solving skills. Such tools could provide sufficient stimulation to engage learners in knowledge discovery, while at the same time developing new skills. 相似文献
4.
构建有效的教育游戏设计模型是当前亟待研究的课题。在国内外心流理论和教育游戏设计相关成果的基础上,使用基于设计的研究方法,构建了基于心流理论的教育游戏设计框架。继而分析了该设计框架的构成要素及其设计方法,并基于该研究框架研发了特殊儿童言语学习游戏案例且进行了实证研究。研究发现,学习者在教育游戏中产生心流体验的前提条件有三个：清晰的任务目标、及时的反馈和任务与技能的平衡。为生成以上前提条件,教育游戏设计应分为四个阶段：游戏目标分析、游戏情境创设、游戏玩法设计和游戏元素设计,每个阶段应采取对应的设计任务使阶段性设计成果具备心流体验产生的条件。 相似文献
5.
When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games. 相似文献
6.
Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational
landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that
educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic
learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple
representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models;
develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools;
and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge,
conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be
used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer
games in the classroom. 相似文献
7.
Designing collaborative multiplayer serious games 总被引：1，自引：0，他引：1
Viktor Wendel Michael Gutjahr Stefan Göbel Ralf Steinmetz 《Education and Information Technologies》2013,18(2):287-308
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future. 相似文献
8.
Mansureh Kebritchi 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):256-270
Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games. 相似文献
9.
Hui-Chun Chu Shao-Chen Chang 《Educational technology research and development : ETR & D》2014,62(2):147-161
Although educational computer games have been recognized as being a promising approach, previous studies have indicated that, without supportive models, students might only show temporary interest during the game-based learning process, and their learning performance is often not as good as expected. Therefore, in this paper, a two-tier test approach is proposed for developing educational computer games. To evaluate the performance of the proposed approach, a role-playing game was developed and an experiment was conducted on the “migratory bird identification” unit of an elementary school natural science course. Two classes of fifth graders participated in the experiment. One class was the experimental group who learned with the proposed game-based learning approach. The other class was the control group who learned with the conventional e-learning approach. The experimental results showed that the proposed approach not only significantly promoted the students’ learning motivation, but also improved their learning achievements. Moreover, it was found that the students who learned with the educational computer game showed significantly higher technology acceptance degree than those who learned with the conventional e-learning approach. Accordingly, it is concluded that the proposed digital game-based learning approach is effective. 相似文献
10.
Michele D. Dickey 《Educational technology research and development : ETR & D》2007,55(3):253-273
During the past two decades, the popularity of computer and video games has prompted games to become a source of study for
educational researchers and instructional designers investigating how various aspects of game design might be appropriated,
borrowed, and re-purposed for the design of educational materials. The purpose of this paper is to present an analysis of
how the structure in massively multiple online role-playing games (MMORPGs) might inform the design of interactive learning
and game-based learning environments by looking at the elements which support intrinsic motivation. Specifically, this analysis
presents (a) an overview of the two primary elements in MMORPGs game design: character design and narrative environment, (b)
a discussion of intrinsic motivation in character role-playing, (c) a discussion of intrinsic motivational supports and cognitive
support of the narrative structure of small quests, and (d) a discussion of how the narrative structure of MMORPGs might foster
learning in various types of knowledge. 相似文献
11.
Maria Kordaki 《Education and Information Technologies》2011,16(4):395-421
This paper presents the design, features and pilot evaluation study of a computer card game for the learning of basic aspects
of the binary system (BS) by primary level education pupils. This design was based on modern social and constructivist theories
of learning, in combination with basic game design principles. Pupils are asked to play against the computer with cards featuring
Binary Numbers (BNs). To engage successfully with the game, pupils are provided with opportunities to review their previous
knowledge of the decimal system and, subsequently, to use analogical reasoning to make connections between this knowledge
and basic aspects of the BS. Several scaffolding elements are also provided for the pupils to construct, verify, extend and
generalize their knowledge, at the same time using essential learning competencies. The game was piloted in the field using
real pupils (20 6th Grade pupils) with encouraging results. Finally, an attempt has been made to address essential points
of this game that have contributed to its becoming a successful learning environment. Addressing these points could be useful
for both designers of educational computer games for Computer Science (CS) education and educators in Computing. 相似文献
12.
Research has shown that video games can be good for learning, particularly for STEM topics. However, in order for games to be scalable and sustainable, associated research must move beyond considerations of efficacy towards theories that account for classroom ecologies of students and teachers. This study asks how a digital game called Citizen Science, built using tropes and conventions from modern games, might help learners develop identities as citizen scientists within the domain of lake ecology. We conducted an expert-novice study, revealing that games literacy was a mediating variable for content understanding. In a follow-up classroom implementation, games literacy also operated as a variable, although students drove the activity, which mediated this concern. The teacher devised a number of novel pedagogies, such as a field trip, in response to the unit. We found evidence for the most powerful learning occurring through these activities that were reinforced via the curriculum. Students were most engaged by Citizen Science??s most ??gamelike?? features, and learners took up the core ideas of the game. Users also reported the experience was short of commercial gaming experiences, suggesting a tension between game cultures for learning and schools. 相似文献
13.
Mable B. Kinzie Dolly R. D. Joseph 《Educational technology research and development : ETR & D》2008,56(5-6):643-663
Educators and learning theorists suggest that play is one of the most important venues for learning, and games a useful educational tool. This study considers game activity preferences of middle school-aged children, so that educational games might be made more appealing to them. Based on children’s activity modes identified in our prior research, we developed the Educational Game Preferences Survey, which collects information on children’s preferences for play activity modes, their attitudes about each activity mode, and their preferences for game characters, settings, and forms of help. Survey results suggest the appeal of the Explorative mode of play for all children, especially girls. Gender differences in children’s preferences and attitudes for Active, Strategic, and Creative play modes were also found. We close with recommendations for game design to appeal to both boys and girls, as well as for boys and girls individually, to build engagement and hopefully lead to learning. 相似文献
14.
对传统学习模式中的学业情绪研究进行评述,对比教育游戏与传统学习模式的异同,发现教育游戏中学业情绪的特殊性,以期能借鉴传统学习模式中学业情绪研究成果,为教育游戏的情感体验设计提供思路。 相似文献
15.
Eric Cesar E. Vidal Jr. Jayzon F. Ty Nicko R. Caluya Ma. Mercedes T. Rodrigo 《Interactive Learning Environments》2013,21(7):895-907
ABSTRACTWe present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework. 相似文献
16.
赵慧臣 《现代远程教育研究》2013,(2):10-14,24
游戏与教育如何融合一直是教育游戏研究的重要命题。教育游戏研究不仅应该根据教育理论,而且需要参考游戏理论。传统游戏理论过于强调游戏者的主体性,具有哲学上的主客二分的问题。而伽达默尔游戏理论突破了近代认识论模式的束缚,侧重于游戏与游戏者的统一,对教育游戏研究具有重要启示。根据伽达默尔的游戏理论,教育游戏的真实主体是游戏自身,存在方式为自我表现,意义产生需要观者在场参与。因此,教育游戏应该将娱乐性与严肃性紧密结合,引导学习者融入游戏;使游戏规则与自由保持张力,优化学习者的游戏过程;注重观看与参与相互渗透,促使学习者获得意义。 相似文献
17.
Qing Li 《Educational technology research and development : ETR & D》2018,66(6):1339-1358
In this study, teachers are giving an opportunity to design and develop their own educational games. The following three questions guide the research: (1) What are the characteristics of teacher designed and developed games? (2) What theories do teachers use when they make games for educational purposes? (3) What are the design considerations when teachers engage in game authoring experiences? Framed in a qualitative, naturalistic case study perspective, this paper explores 83 teachers’ experience and thinking grounded in enactivism. Participating teachers are enrolled in a graduate course focusing on game based learning. Data sources include: teacher written assignments, teacher created digital artifacts, instructor’s reflective journal, and learner feedback after class. The analysis of the data show that teachers tend to create quiz games using the software they are familiar with, prefer collaborative design process, and math is a popular subject for games. They like to author games that are customized, with detailed storylines, and are appropriate for the local contexts. Implication and recommendations are also discussed. 相似文献
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19.
美国新媒体联盟推出的近四年的“地平线报告”都提到游戏化学习是未来值得关注的新兴技术,国内不管是教育技术界还是游戏开发公司都致力于教育游戏的开发与应用。由此可见,教育游戏越来越受到人们的关注。而通过对教育游戏进行评价,可以有效地帮助人们辨别各类教育游戏是否符合当前的教学内容,是否能够促进教学目标的完成,从而找到适合学习者需求的教育游戏。近十年以来,国内外有关教育游戏评价的研究主要集中在理论基础、评价方法、评价量规等方面。 相似文献
20.
Tsung-Yu Liu 《Interactive Learning Environments》2016,24(4):724-744
This study investigates how educational games impact on students' academic performance and multimedia flow experiences in a computer science course. A curriculum consists of five basic learning units, that is, the stack, queue, sort, tree traversal, and binary search tree, was conducted for 110 university students during one semester. Two groups of students participated in learning activities: the experimental group was instructed using the gaming method; and the control group was instructed using the non-gaming method. During the study, tests, a survey, and interviews were conducted with students. The evaluation results for academic performance and multimedia flow experiences show that compared to the non-gaming method, incorporating the gaming method into the learning process can enhance students' academic performance and multimedia flow experiences. The results also indicated that there is a non-significant and positive relationship between students' academic performance and multimedia flow experiences. 相似文献