教育技术领域中的游戏化:超越游戏的学习催化剂
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摘要
当前教育领域正在给予游戏化更多关注,但是国内外针对相关概念的理解还存在一定的偏差,国内对游戏化研究的关注度不高,研究还不够深入。文章通过文献研究的方法,辨析游戏化的理解取向,在此基础上分析游戏化的核心价值,具体分析游戏化在教育技术领域的应用现状,并据此提出教育技术领域中游戏化设计流程和实施原则。研究发现,可以从游戏应用与超越游戏两个方面理解游戏化,当前教育技术领域中游戏化的应用主要体现在融合游戏化的课程教学设计、融合游戏化的大规模在线开放课程设计以及融合游戏化的教育APP,最终提出了游戏化设计的五项流程以及实施过程中应当遵从的五条原则。
More attention is being paid to gamification in education at present, but there are still some deviations in the understanding of relevant concepts at home and abroad. The gamification research is not attached much importance to at home. Through literature research, this paper differentiates the understanding orientation of gamification, analyzes its core value and application status in the field of educational technology, and puts forward its design process and implementation principles. The study finds that gamification can be understood from both game application and beyond gaming. At present, the application of gamification in the field of educational technology is mainly embodied in the course design,MOOC design, and educational APP that are integrated with gamification. Finally, this paper proposes five processes of gamification design and five principles of its implementation.
More attention is being paid to gamification in education at present, but there are still some deviations in the understanding of relevant concepts at home and abroad. The gamification research is not attached much importance to at home. Through literature research, this paper differentiates the understanding orientation of gamification, analyzes its core value and application status in the field of educational technology, and puts forward its design process and implementation principles. The study finds that gamification can be understood from both game application and beyond gaming. At present, the application of gamification in the field of educational technology is mainly embodied in the course design,MOOC design, and educational APP that are integrated with gamification. Finally, this paper proposes five processes of gamification design and five principles of its implementation.
引文
[1]刘俊,祝智庭.游戏化———让乐趣促进学习成为教育技术的新追求[J].电化教育研究,2015,36(10):69-76,91.
[2] Gamification case study:neat streets campaign[EB/OL].[2018-09-30]. https://gamificationplus.uk/gamification-case-study-neat-streets-campaign.
[3] HAMARI J, KOIVISTO J, SARSA H. Does gamification work?———a literature review of empirical studies on gamification[C]//Hawaii International Conference on System Sciences. Hawaii, IEEE, 2014:3025-3034.
[4]张靖,傅钢善,郑新.国际游戏化语言学习研究现状与启示[J].电化教育研究,2018,39(2):93-97.
[5]尚俊杰,张露.基于认知神经科学的游戏化学习研究综述[J].电化教育研究,2017,38(2):104-111.
[6]孙凯,左美云,孔栋.游戏化有用吗———教育领域实证研究的比较分析[J].电化教育研究,2016,37(11):85-92.
[7]刘俊,祝智庭.游戏化———让乐趣促进学习成为教育技术的新追求[J].电化教育研究,2015,36(10):69-76,91.
[8] Gamification vs. game-based learning[EB/OL].[2018-09-30]. https://www.ispringsolutions.com/blog/gamification-vs-game-based-learning.
[9] YU K C. Actionable gamification[M]. Octalysis media, 2015.
[10] Gamification[EB/OL].[2018-09-30]. https://blogs.gartner.com/it-glossary/gamification-2.
[11]林秀曼,谢舒潇.数字化学习中学习动机激发与维持的探索[J].中国电化教育,2005(9):65-67.
[12] DICHEV C, DICHEVA D. Gamifying education:what is known, what is believed and what remains uncertain:a critical review[J].International journal of educational technology in higher education, 2017, 14(1):9.
[13] STANSBURY J A, EARNEST D R. Meaningful gamification in an industrial/organizational psychology course[J]. Teaching ofpsychology, 2016, 44(1):38-45.
[14] SHELDON L. The multiplayer classroom:designing coursework as a game[M]. Boston:Course Technology Press, 2012.
[15] TSAY H H, KOFINAS A, LUO J. Enhancing student learning experience with technology-mediated gamification:an empiricalstudy[J]. Computers&education, 2018, 121:1-17.
[16]张金磊,张宝辉.游戏化学习理念在翻转课堂教学中的应用研究[J].远程教育杂志,2013,31(1):73-78.
[17] ANTONACI A, PETER D, KLEMKE R, et al. gMOOCs———Flow and persuasion to gamify MOOCs[C]//International Conference onGames&Learning Alliance. Cham:Springer, 2017:126-136.
[18]朱云,裴蕾丝,尚俊杰.游戏化与MOOC课程视频的整合途径研究———以《游戏化教学法》MOOC为例[J].远程教育杂志,2017,35(6):95-103.
[19] ROLAND K, MAKA E, ALESSANDRA A. The flipped MOOC:using gamification and learning analytics in MOOC design—aconceptual approach[J]. Education sciences, 2018, 8(1):25.
[20] RACHELS J R, ROCKINSON-SZAPKIW A. The effects of a mobile gamification app on elementary students’ Spanish achievementand self-efficacy[J]. Computer assisted language learning, 2018, 31(9):1-18.
[21]张力力.教育类APP游戏化的误区[J].中国教育信息化,2017(2):16-19.
[22] SCH魻BEL S, JANSON A, ERNST S J, et al. How to gamify a mobile learning application———a modularization approach[C]//International Conference on Information Systems. 2017.
[23]孙凯,左美云,孔栋.游戏化有用吗———教育领域实证研究的比较分析[J].电化教育研究,2016,37(11):85-92.
[2] Gamification case study:neat streets campaign[EB/OL].[2018-09-30]. https://gamificationplus.uk/gamification-case-study-neat-streets-campaign.
[3] HAMARI J, KOIVISTO J, SARSA H. Does gamification work?———a literature review of empirical studies on gamification[C]//Hawaii International Conference on System Sciences. Hawaii, IEEE, 2014:3025-3034.
[4]张靖,傅钢善,郑新.国际游戏化语言学习研究现状与启示[J].电化教育研究,2018,39(2):93-97.
[5]尚俊杰,张露.基于认知神经科学的游戏化学习研究综述[J].电化教育研究,2017,38(2):104-111.
[6]孙凯,左美云,孔栋.游戏化有用吗———教育领域实证研究的比较分析[J].电化教育研究,2016,37(11):85-92.
[7]刘俊,祝智庭.游戏化———让乐趣促进学习成为教育技术的新追求[J].电化教育研究,2015,36(10):69-76,91.
[8] Gamification vs. game-based learning[EB/OL].[2018-09-30]. https://www.ispringsolutions.com/blog/gamification-vs-game-based-learning.
[9] YU K C. Actionable gamification[M]. Octalysis media, 2015.
[10] Gamification[EB/OL].[2018-09-30]. https://blogs.gartner.com/it-glossary/gamification-2.
[11]林秀曼,谢舒潇.数字化学习中学习动机激发与维持的探索[J].中国电化教育,2005(9):65-67.
[12] DICHEV C, DICHEVA D. Gamifying education:what is known, what is believed and what remains uncertain:a critical review[J].International journal of educational technology in higher education, 2017, 14(1):9.
[13] STANSBURY J A, EARNEST D R. Meaningful gamification in an industrial/organizational psychology course[J]. Teaching ofpsychology, 2016, 44(1):38-45.
[14] SHELDON L. The multiplayer classroom:designing coursework as a game[M]. Boston:Course Technology Press, 2012.
[15] TSAY H H, KOFINAS A, LUO J. Enhancing student learning experience with technology-mediated gamification:an empiricalstudy[J]. Computers&education, 2018, 121:1-17.
[16]张金磊,张宝辉.游戏化学习理念在翻转课堂教学中的应用研究[J].远程教育杂志,2013,31(1):73-78.
[17] ANTONACI A, PETER D, KLEMKE R, et al. gMOOCs———Flow and persuasion to gamify MOOCs[C]//International Conference onGames&Learning Alliance. Cham:Springer, 2017:126-136.
[18]朱云,裴蕾丝,尚俊杰.游戏化与MOOC课程视频的整合途径研究———以《游戏化教学法》MOOC为例[J].远程教育杂志,2017,35(6):95-103.
[19] ROLAND K, MAKA E, ALESSANDRA A. The flipped MOOC:using gamification and learning analytics in MOOC design—aconceptual approach[J]. Education sciences, 2018, 8(1):25.
[20] RACHELS J R, ROCKINSON-SZAPKIW A. The effects of a mobile gamification app on elementary students’ Spanish achievementand self-efficacy[J]. Computer assisted language learning, 2018, 31(9):1-18.
[21]张力力.教育类APP游戏化的误区[J].中国教育信息化,2017(2):16-19.
[22] SCH魻BEL S, JANSON A, ERNST S J, et al. How to gamify a mobile learning application———a modularization approach[C]//International Conference on Information Systems. 2017.
[23]孙凯,左美云,孔栋.游戏化有用吗———教育领域实证研究的比较分析[J].电化教育研究,2016,37(11):85-92.