面向汉字空间认知的汉字游戏设计研究

发布时间：2018-10-05 07:30

【摘要】：近两年来出现了“汉字热”的现象,《汉字英雄》、《中国汉字听写大会》的相继播出引来了全民学汉字的浪潮,借助于媒体的收视率,市场上出现了种类繁多的汉字游戏,特别是依照电视节目开发的汉字游戏也得到了玩家的喜爱。目前市场上的汉字游戏大多是通过书写汉字、跟读汉字、韵母识字、注音识字、部件识字等传统手段来学习汉字,这些方法的不足之处在于对识读汉字的教学内容存在片面性,没有一个统一的开发体系。特别是在内容上,每个游戏都有各自参考的标准,汉字游戏需要游戏开发者和汉字教育家的紧密合作。各种各样的汉字游戏造成了学习者不知道如何选择,看上去感觉都差不多的汉字游戏如何能吸引玩家,引导玩家去学习汉字是汉字游戏开发的重中之重。为了通过汉字游戏更系统地学习汉字,本文从汉字空间的角度来开发汉字游戏,以期达到从构形到意象更为全方位地学习汉字的目的。本文通过论述汉字的空间理论,归纳汉字的布局空间和意象空间,分析汉字布局空间和意象空间的视觉表现形式。通过阐述汉字空间的认知心理与教育游戏的相互作用,剖析教育游戏的典型案例,构建以体验式学习理论为基础的汉字游戏的理论模型。基于该理论模型,通过分析体验式汉字游戏的需求、学习目标和内容,构建了设计文案,对情境、任务和关卡、反馈、界面、汉字布局空间、汉字意象空间等相关要素的设计进行阐述。最后,在诸多游戏评估方法中,选定适用于本设计的体验式汉字游戏的评估方法,采用访谈法和量表法对本文中的设计部分进行用户体验分析。根据分析结果,对于游戏的相关部分,如稳定性、反馈信息、奖励机制和内容选择进行优化并进一步评估。实验结果表明该设计核心用户为6-8岁群体,游戏中的虚拟环境对激发学习潜能有促进效果,游戏整体的用户体验在优化前为良,优化后为优,说明游戏达到了预期的辅助汉字空间认知的效果。
[Abstract]:In the past two years, there has been a phenomenon of "Chinese character craze". The broadcasting of "Chinese character Hero" and "Chinese character dictation Congress" one after another has attracted a wave of people learning Chinese characters. With the help of the ratings of the media, a wide variety of Chinese character games have appeared in the market. Especially according to the TV program development of the Chinese character game has also been the player's favorite. At present, most of the Chinese character games in the market are to learn Chinese characters by traditional means such as writing Chinese characters, following Chinese characters, vowels, phonetic characters, and component literacy, etc. The shortcomings of these methods lie in the one-sidedness of the teaching content of reading Chinese characters. There is no unified development system. Especially in content, each game has its own reference standard, Chinese character game needs the close cooperation of game developer and Chinese character educator. All kinds of Chinese character games cause learners not to know how to choose, how to attract players to Chinese character games that look similar, and how to guide players to learn Chinese characters is the top priority of the development of Chinese characters games. In order to learn Chinese characters more systematically through Chinese character game, this paper develops Chinese character game from the angle of Chinese character space, in order to achieve the goal of studying Chinese character more comprehensively from configuration to image. By discussing the spatial theory of Chinese characters, this paper sums up the layout space and image space of Chinese characters, and analyzes the visual expression forms of the layout space and image space of Chinese characters. By expounding the interaction between cognitive psychology of Chinese character space and educational game, the typical cases of educational game are analyzed, and the theoretical model of Chinese character game based on experiential learning theory is constructed. Based on the theory model, by analyzing the demand, learning goal and content of the experiential Chinese character game, the paper constructs the design copy, the situation, the task and the level, the feedback, the interface, the Chinese character layout space. The design of Chinese character image space and other related elements are expounded. Finally, in a lot of game evaluation methods, select the evaluation method of the experiential Chinese character game which is suitable for this design, and use the interview method and the scale method to carry on the user experience analysis to the design part of this article. Based on the results of the analysis, optimize and further evaluate the relevant parts of the game, such as stability, feedback, reward mechanism and content selection. The experimental results show that the core users of the design are 6-8 years old group, the virtual environment in the game can stimulate the learning potential, the overall user experience of the game is good before optimization, and excellent after optimization. The result shows that the game has achieved the expected effect of spatial cognition of Chinese characters.
【学位授予单位】：哈尔滨工业大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H12

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