教育游戏参与者行为意向影响因素模型与实证研究

发布时间：2018-05-11 10:02

本文选题：教育游戏 + 游戏行为意向　；参考：《南京师范大学》2011年博士论文

【摘要】：近几年来,教育游戏成为业界与学界普遍关注的热点,如何促进游戏参与者接受教育游戏引起了人们的广泛关注。尽管已有大量研究表明,教育游戏能够激发参与者的学习兴趣、改善学习状况。但是,教育游戏能否让参与者投入其中以实现其教育成效还是要取决于参与者的参与意愿,如果游戏参与者对教育游戏毫无兴趣,他们就无法理解游戏的教育意图,更是很难沉浸其中,教育功能自然无法实现。理解游戏参与者为什么会参与以及持续参与教育游戏是教育游戏研究领域中具有挑战性的问题之一。目前,关于以娱乐为导向的网络游戏中游戏参与者的游戏行为与心理的研究取得了大量成果,已经证明沉浸体验、感知有用与感知易用是决定游戏行为意向的重要因素。但是对兼具娱乐功能与教育功能的教育游戏的关注极少,而且大多强调沉浸体验、感知有用与感知易用对游戏行为意向的重要影响,却较少致力于探讨这些影响因素的前因。本研究在对游戏参与者的行为与心理研究的综述与分析的基础上,借鉴技术接受模型、沉浸理论以及相关的行为动机理论,尝试从行为动机视角,深入剖析教育游戏参与者在参与游戏的过程中影响其游戏行为意向的各因素,并进一步将游戏参与者的内在心理需要与教育游戏设计特性纳入到游戏行为意向影响因素研究框架中,系统地提出游戏行为意向的动机影响因素及其前因变量,挖掘各影响因素对游戏行为意向的直接与间接影响。本研究以RPG类教育游戏“学乐吧”为研究环境,对9-12岁参与教育游戏的青少年的内在动机(沉浸体验)、外在动机(感知有用)及其与游戏行为意向之间的关系进行分析,并进一步从参与者的心理需要以及游戏特性两个方面探究其对游戏参与者的内在动机与外在动机的影响效应,建立教育游戏参与者游戏行为意向影响因素概念模型。采用结构方程模型分析方法,对1222名四至六年级的游戏参与者进行分析,论证概念模型的合理性。继而,采用另一款Flash类教育游戏"Mingoville"的219名四至六年级的参与者数据对概念模型进行复核效化检验,验证模型的效度延展性。最后,对模型中结构变量的作用关系进行讨论,进一步探讨教育游戏参与者的游戏行为意向的直接与间接影响因素,系统地分析各影响因素与游戏行为意向之间的效应关系,希望以此更为准确地把握教育游戏参与者的游戏行为特征与心理机制,为教育游戏的设计与应用提供策略建议。本研究的主要结论是：游戏参与者的游戏行为意向受到其沉浸体验、对游戏系统的易用性和有用性感知的显著正向影响。其中,沉浸体验对游戏行为意向的影响最为显著；游戏参与者的内在动机(沉浸体验)会受到其心理需要和游戏特性的显著正向影响,心理需要对沉浸体验的影响效应大于游戏特性对沉浸体验的影响效应；游戏参与者的外在动机(感知有用)受到参与者对游戏易用性的感知以及游戏特性的显著影响,但参与者的心理需要对其感知有用无显著正向影响；教育游戏参与者的游戏行为意向影响因素模型中结构变量之间关系在两种类型的教育游戏中不存在显著差别；另外,在个人因素对各结构变量的单因素方差分析中发现,游戏参与者的性别对游戏行为意向、沉浸体验、感知有用、感知易用以及心理需要、游戏特性各变量均无显著影响,游戏频度、游戏时间以及游戏经验对除感知易用外的各变量均具有显著影响。根据本研究的结论,我们认为教育游戏产品的设计与应用需要关注产品如何能够促使用户体验沉浸,如何让参与者感受乐趣、满足好奇等；充分考虑参与者的归属需要、认知需要与能力需要,提供丰富的游戏内容以及用户间交往方式；针对9-12岁青少年对游戏特性的感知特点,增强游戏界面的声光影像效果设计,从而有效提高教育游戏参与者的游戏行为意向。研究结论还为政府、学校以及家庭提供了相关的策略建议。
[Abstract]:In recent years , educational games have become a hot spot in the industry and academic circles . How to promote the participants ' learning interest and improve their learning conditions have been studied . However , it is difficult to understand the educational intentions of the participants if the participants are not interested in the educational games , and the educational function cannot be realized .

It is one of the most challenging problems in the field of educational game research to understand why the participants of the game play and continue to participate in the educational game . At present , the research on the game behavior and psychology of the game participants in the entertainment - oriented online game has made a lot of results . It has proved that the immersion experience , the perceived usefulness and the perception are important factors that determine the intention of the game .

Based on the review and analysis of the behavior and psychological research of the game participants , this paper attempts to analyze the factors that affect the behavior intention of the game participants in the process of participating in the game by using the theory of technology acceptance model , immersion theory and relevant behavioral motivation , and further analyzes the intrinsic psychological needs of the game participants and the design characteristics of the educational game into the research framework of the influence factors of the game behavior intention , systematically puts forward the motive influence factors and the former factors of the intention of the game behavior , and finds out the direct and indirect effects of the influencing factors on the intention of the game behavior .

This paper analyzes the relationship between the intrinsic motivation ( immersion experience ) , the motivation ( perceived usefulness ) and the intention of the game players in the study of the relationship between the intrinsic motivation ( immersion experience ) , the extrinsic motivation ( perceived usefulness ) and the game behavior intention of the nine - 12 - year - olds participating in the educational games , and further discusses the relationship between the influence factors and the intention of the game behavior .

The main conclusion of this study is that the game participants ' intention to play is influenced by their immersion experience and the usability and perceived usefulness of the game system .
The intrinsic motivation ( immersion experience ) of the game participants is influenced by the psychological needs and the game characteristics , and the effect of psychological needs on the immersion experience is greater than that of the game characteristics on the immersion experience ;
The external motivation ( perceived usefulness ) of the game participants is influenced by participants ' perception of the usability of the game as well as the game characteristics , but the psychological needs of the participants have no significant positive impact on their perception .
There is no significant difference between the two types of educational games .
In addition , in the individual factor analysis of individual factors , it was found that the gender of the game participants had no significant influence on the behavior intention , the immersion experience , the perceived usefulness , the perceived ease of use , the psychological need , the game characteristics variables , the game frequency , the game time , and the game experience had significant impact on the variables except perception and use .

According to the conclusion of this study , we believe that the design and application of educational game products need to pay attention to how the product can promote the user experience immersion , how to make the participants feel fun , satisfy curiosity , etc . ;
fully taking fully into account the needs of the participants , the needs of cognition and the need of capability , providing rich game content and user - to - user interaction mode ;
In the light of the awareness of the characteristics of the games in 9 - 12 year old adolescents , the sound - optic image effect design of the game interface is enhanced , so as to effectively improve the game behavior intention of the educational game participants . The research conclusion also provides the relevant policy suggestions for the government , the school and the family .

【学位授予单位】：南京师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：G44

【参考文献】