AR移动科学游戏沉浸感特征及影响因素分析
发布时间：2019-01-03 20:50
【摘要】：随着增强现实技术(AR)在教育领域的逐步应用,AR支持下的移动游戏因能支持学习者进行自主协作的情境式学习,得到学习者的青睐。此类游戏设计以沉浸理论为基础,充分考虑科学学习兴趣、游戏态度、性别等影响因素,以叙事为驱动,采用二维码技术营造移动学习环境,激励学习者不断挑战任务。为提升参与游戏学习者的学习成效,游戏中学习者的沉浸感是其关键。综合观察法和访谈法所搜集的相关数据发现,学习者对游戏的瞬时关注度、探索意识以及期望获得更高的游戏学习成绩是沉浸感的三个显著经验性特征。通过分层回归分析发现,沉浸感受学习者科学学习兴趣及游戏态度的影响较大,学习者的性别并不影响其沉浸感。在以故事驱动的科学探究游戏中,学习者的科学学习兴趣有所增加,愿意阅读各类游戏相关的信息,乐于挑战,由此获得强烈的沉浸感。在此自主探究的学习空间中,学习者在扮演好自身角色的同时,通过小组协作解决问题,齐心协力完成任务,从而在探究过程中发展思维,提升自身的知识和技能。
[Abstract]:With the gradual application of augmented reality technology (AR) in the field of education, mobile games supported by AR are favored by learners because of their ability to support learners to carry out situational learning of autonomous collaboration. This kind of game design is based on immersion theory, fully considers the influence factors such as scientific learning interest, game attitude, gender and so on. It is driven by narration and creates mobile learning environment by using the technology of QR code, which encourages learners to challenge their tasks constantly. In order to improve the learning effect of participating game learners, the immersion of the learners in the game is the key. According to the data collected by observation and interview, it was found that learners' instantaneous attention to games, exploration consciousness and expectation of higher learning achievement were the three significant empirical characteristics of immersion. Through stratified regression analysis, it was found that immersion experience learners' interest in scientific learning and play attitude had a great influence, and the learners' gender did not affect their immersion. In the story driven science inquiry game, learners' interest in science learning has increased, they are willing to read all kinds of game related information, willing to challenge, and thus obtain a strong sense of immersion. In this independent inquiry learning space, learners play a good role in solving problems through group cooperation and work together to complete tasks, thus developing their thinking and improving their own knowledge and skills in the process of inquiry.
【作者单位】： 西安石油大学计算机学院;陕西师范大学现代教学技术教育部重点实验室;中国基础教育质量监测协同创新中心;
【基金】：全国教育科学“十二五”规划2014年度教育部青年课题“移动学习在中学科学课程学习中的应用模式研究”(ECA140367)
【分类号】：G434
本文编号：2399854
[Abstract]:With the gradual application of augmented reality technology (AR) in the field of education, mobile games supported by AR are favored by learners because of their ability to support learners to carry out situational learning of autonomous collaboration. This kind of game design is based on immersion theory, fully considers the influence factors such as scientific learning interest, game attitude, gender and so on. It is driven by narration and creates mobile learning environment by using the technology of QR code, which encourages learners to challenge their tasks constantly. In order to improve the learning effect of participating game learners, the immersion of the learners in the game is the key. According to the data collected by observation and interview, it was found that learners' instantaneous attention to games, exploration consciousness and expectation of higher learning achievement were the three significant empirical characteristics of immersion. Through stratified regression analysis, it was found that immersion experience learners' interest in scientific learning and play attitude had a great influence, and the learners' gender did not affect their immersion. In the story driven science inquiry game, learners' interest in science learning has increased, they are willing to read all kinds of game related information, willing to challenge, and thus obtain a strong sense of immersion. In this independent inquiry learning space, learners play a good role in solving problems through group cooperation and work together to complete tasks, thus developing their thinking and improving their own knowledge and skills in the process of inquiry.
【作者单位】： 西安石油大学计算机学院;陕西师范大学现代教学技术教育部重点实验室;中国基础教育质量监测协同创新中心;
【基金】：全国教育科学“十二五”规划2014年度教育部青年课题“移动学习在中学科学课程学习中的应用模式研究”(ECA140367)
【分类号】：G434
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