教育游戏活动设计机制的研究

发布时间：2018-01-04 03:41

本文关键词：教育游戏活动设计机制的研究　出处：《陕西师范大学》2010年硕士论文　论文类型：学位论文

【摘要】： 为适应新时期“数字土著”们在学习方式上的新需求,近年来,人们对教育游戏的研究持续并深入开展着。本文结合笔者一年的教育游戏设计开发实践,认为游戏活动设计机制是教育游戏生存的核心竞争力之一。纵观商业游戏在活动设计方面的成功和蓬勃发展,教育游戏活动要吸引玩家,必须借鉴和发展其游戏活动设计方面的三个要素：一是定义玩家明确的游戏行为；二是提供展示自我的游戏活动时空；三是创设玩家获取和花费游戏经验的途径。游戏活动没有承载教学目标的天然属性,教学活动也没有明显的娱乐性可言,但它们都是基于过程展开的活动。本文认为：以辅助教学为目的的教育游戏活动设计方案应该包括三个部分：引导性游戏活动——让玩家在玩的过程中感知到游戏中知识或技能的存在；探究活动——依据游戏规则,解密游戏的设计意图,发掘所运用的知识和技能所在；快乐生活应用场域——一个提供获取和花费游戏经验的快乐场域。在引导性游戏活动的设计中,玩家要体验到明显的游戏趣味性,还要感知到知识和技能的存在。我们一方面借鉴美国麻省理工大学的Games-To-teach游戏的做法——把学习内容融入到游戏道具中的,另一方面把学习内容融入游戏流程和关卡中,让玩家在游戏过程中接触知识并应用技能。另外,我们设计的游戏活动任务有两个入口：一个是通过一次次尝试,找到成功的办法；另一个是通过运用知识和技能,快速完成任务。学生面对两种入口,都需要一定的时间思考,都需要一些尝试操作活动的展开,都需要借鉴别人或者展示自己的活动技巧。在探究活动的设计中,我们依靠并摘取游戏中的实物和场景,细化游戏操作的关键环节,给玩家点出游戏得分所用到的知识和技能所在；并设置针对知识点的探究实验让玩家操作,进而体验到知识和技能应用的效果。在设计快乐生活应用场域时,我们认为：对多数学生来说,学习是枯燥、痛苦的事情,对学生在教学活动中所取得的成绩,应该及时给予奖励,转化成快乐的体验,再引领另一次教学活动,如此重复,给学习者获取和花费游戏经验的途径。所以,我们设计了一个非暴力的生活乐园,玩家自由自在地生活在其中,但要想得到更舒适、体面的游戏道具和游戏体验,需要去努力工作(做知识点教学小游戏),工作越努力,生活就会更美好! 当然,教育游戏是个复合体,需要在教学、游戏、青少年和媒体技术等诸方面做深入研究。本文仅仅就游戏活动设计机制方面做了初步探索。第一章立足对比游戏玩家与课堂学习者在活动中的诸多不同,指出游戏活动给教学活动的一些启示；第二章主要是依据笔者的实践经验,强调了适合教育游戏研究的两种研究方法——比较研究和基于设计的研究；第三章分析了游戏活动的特点和目前学习者的显著特征,并认为教育游戏是承载良构活动机制的天然载体；第四章回顾和总结了教育游戏活动设计的研究过程,并依据商业游戏活动设计的三个要素,探索了教育游戏活动设计的机制；第五章反思了教育游戏研究的两个方面：一是要注重游戏活动机制的研究和改进；二是要凸显教育游戏的核心价值——教育价值。最后,在总结部分,指出了本文研究中心和不足。
[Abstract]:In order to adapt to the new era of "digital natives" in the way of new demand, in recent years, researches on educational games continue and carry out. In this paper the design of educational game development practice of the author in a year, think the design mechanism of the game activity is one of the core competitiveness of education to survive the game. Throughout the game in commercial activity design the success and development of educational game activities to attract game player, and we must learn from the three elements of the development of game design aspects: one is the definition of the game behavior of game player clear; two is provided to show my game activities in time; the three is to establish a game player acquisition and takes the game experience.
Natural attribute of game activities carrying no teaching objectives, teaching activity has no obvious entertainment at all, but they are developing process based activities. This paper thinks: to assist teaching for educational game design scheme should include three parts: the introductory game game player to play in the process of perception knowledge or skill in the game; inquiry activities according to the rules of the game, the game design intent of the decryption, explore the knowledge and skills of the application field; happy life -- a happy and spend the game experience to provide access to the field.
In the design of guidance activities in the game, game player to clear the game interesting, but also perceived knowledge and skills. We draw the MIT Games-To-teach game approach to learning content into the game props, on the other hand, the learning content into the game flow and level let the game player, contact the knowledge in the process of game and application skills. In addition, we design the game has two tasks: one is through the entrance to try again, find the way to success; another is through the use of knowledge and skills, students complete tasks quickly. In the face of the two entrance, requires a certain period of time think, need some try operation activities, all need to learn from others or show their skills in the design activities. The inquiry activities, we rely on and win the game. And the scene, the key link to the refinement operation of the game, game player game score points out the use of knowledge and skills; and set for the experimental inquiry of knowledge points let the game player operation, and experience the knowledge and skills of application effect. In the design of happy life application field, we believe that for most students. Learning is boring, painful things, the students made in the teaching activities of the results, should be timely reward, into a happy experience, then lead to another teaching activities, to repeat, learners acquire and takes the game experience. So, we design a non violent life paradise game player, live freely in them, but to be more comfortable, decent game props and game experience, need to work hard (knowledge teaching game), work more efforts, life will be better!
Of course, the educational game is a complex, need to do in-depth study of teaching, game, youth and media technology and other aspects. This paper just design the mechanism of the game activities made a preliminary exploration. The first chapter is based on the comparison of game player and classroom learners in many different activities, pointed out that the Games give some enlightenment of teaching activities; the second chapter is mainly based on the practical experience of the author, points out two kinds of research -- a comparative study and methods suitable for educational game research based on the design of the study; the third chapter analyzes the characteristics of significant game activities and the learners, and that educational games is a natural carrier of well structured activity mechanism; the fourth chapter review and summarizes the research process of educational game design, and on the basis of the three elements of commercial game design, to explore the mechanism of education game design; The fifth chapter reflects on the two aspects of educational game research: first, we should pay attention to the research and improvement of game mechanism; two, we should highlight the core value of educational game -- educational value.
In the summary, the research center and the deficiency of this paper are pointed out.

【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：G434

【引证文献】