数字化游戏学习环境下的学生心流体验探讨
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摘要
数字化游戏学习是兼顾教育严肃性与游戏趣味性的创新教学方式。为了让学生在学习中保持如同玩游戏般的投入,学生的心流体验极为重要。本研究探讨数字化游戏学习环境下影响学生心流体验的因素,依序检验学业能力与社会互动倾向带来的个别影响效果以及交互作用效果。研究者发展公民数字化游戏学习教学,并实施于中国台湾省的一所高中;共有126名高二学生纳入资料分析。研究结果显示学业能力与社会互动倾向对于学生数字化游戏学习过程中的心流体验具有交互作用影响,只有高学业能力的学生,社会互动才有助于游戏学习过程中心流体验的产生。本研究的结果修正过去的研究认为社会互动必然是心流体验来源的论述,且对于教师的教学活动安排,提出具有实证证据的指引。
Digital game-based learning(DGBL) is an innovative instruction that takes account of both the seriousness of education and the joyfulness of gaming. Enhancing students' flow experience is important in order to immerse students into learning as they are playing games. This study investigated the factors that influence students' flow experience during DGBL. The main and interaction effects of academic ability and social interaction tendency on students' flow experience were examined. One DGBL civic course was developed and implemented in a high school in the north of Taiwan province. Data collected from 126 11th-grade students were analyzed. The results showed that there was an interaction effect of academic ability and social interaction tendency on students' flow experience during DGBL: a positive relationship between social interaction tendency and flow experience existed only for students with high academic ability. The result of this study refined the conclusion of previous studies that social interaction could always enhance flow experience of all students. Also, this study provides teachers an instructional guideline for designing group and individual activities in DGBL.
Digital game-based learning(DGBL) is an innovative instruction that takes account of both the seriousness of education and the joyfulness of gaming. Enhancing students' flow experience is important in order to immerse students into learning as they are playing games. This study investigated the factors that influence students' flow experience during DGBL. The main and interaction effects of academic ability and social interaction tendency on students' flow experience were examined. One DGBL civic course was developed and implemented in a high school in the north of Taiwan province. Data collected from 126 11th-grade students were analyzed. The results showed that there was an interaction effect of academic ability and social interaction tendency on students' flow experience during DGBL: a positive relationship between social interaction tendency and flow experience existed only for students with high academic ability. The result of this study refined the conclusion of previous studies that social interaction could always enhance flow experience of all students. Also, this study provides teachers an instructional guideline for designing group and individual activities in DGBL.
引文
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[21]Keller,J.,&Bless,H..Flow and Regulatory Compatibility:An Experimental Approach to the Flow Model of Intrinsic Motivation[J]Personality and Social Psychology Bulletin,2008,34(2):196~209.
[23][26]Jackson,S.A.,&Eklund,R.C..The Flow Scales Manual[M].Morgantown,WV:Fitness Information Technology,2004.
[27]陈嘉成.二向度或三向度?国中生之成就目标建构适用性与自主性在学习历程角色之研究[J].教育研究与发展,2010,(6):137~166.
[38][51][56]林冠佑.不同媒体丰富性学习方式对心流体验与认知负荷之影响:游戏式学习对非游戏式学习[D].科技应用与人力资源发展学系,台湾台北:“国立台湾师范大学”,2013.
[39]Sternberg,R.S..活用你的思考风格[M].薛绚,译.台北:天下文化,1999.
[40]杨雅婷,陈奕桦.数字游戏心流体验量表编制之研究[C].ICWE2010,2011.
[42]邱皓政.量化研究法(二):统计原理与分析技术[M].台北:双叶书廊图书公司,2010.
[55]Sternberg,R.J..Allowing for Thinking Styles[J].Educational Leadership,1994,52(3):36~40.
[2][28]Sweetser,P.,Johnson,D.,&Wyeth,P..Revisiting the Game Flow Model with Detailed Heuristics[J].The Journal of Creativ Technologies,2012,(3):1~8.
[3][32]Fu,F.L.,Su,R.C.,&Yu,S.C..EGame Flow:A Scale to Measure Learners’Enjoyment of E-learning Games[J].Computers&Education2009,52(1):101~112.
[4][47]Inal,Y.,&Cagiltay,K..Flow Experiences of Children in An Interactive Social Game Environment[J].British Journal of Educationa Technology,2007,38(3):455~464.
[5][29][37][48]Ang,C.S.,Zaphiris,P.,&Mahmood,S..A Model of Cognitive Loads in Massively Multiplayer Online Role Playing Game[J].Interacting with Computers,2007,19(2):167~179.
[6]Huang,W.H.,Huang,W.Y.,&Tschopp,J..Sustaining Iterative Game Playing Processes in DGBL:The Relationship betwee Motivational Processing and Outcome Processing[J].Computers&Education,2010,5(2):89~797.
[7]Papastergiou,M..Digital Game-Based Learning in High School Computer Science Education:Impact on Educational Effectivenes and Student Motivation[J].Computers&Education,2009,52(1):1~12.
[8]Chuang,T.Y.,Chen,W.F..Effect of Computer-Based Video Games on Children:An Experimental Study[J].Educational Technolog&Society,2009,12(2):1~10.
[9]谢坤,胡凡刚,张洪孟.教育技术学领域内研究热点分析---基于《中国电化教育》近五年发文情况的内容分析[J].软件导刊(教育技术),2015,(1):65~67.
[10][22][41]Kiili,K..Digital Game-Based Learning:Towards An Experiential Gaming Model[J].Internet and Higher Education,2005,8(1):13~24.
[11][53]Yang,Y.T..Virtual CEOs:A Blended Approach to Digital Gaming for Enhancing Higher Order Thinking and Academic Achievemen among Vocational High School Students[J].Computers&Education,2015,(81):281~295.
[12][54]Yang,Y.T.,&Chang,C.H..Empowering Students through Digital Game Authorship:Enhancing Concentration,Critical Thinking and Academic Achievement[J].Computers&Education,2013,(68):334~344.
[13][30][44]Eow,Y.L.,&Baki,R..Computer Games Development and Appreciative Learning Approach in Enhancing Students'Creativ Perception[J].Computers&Education,2010,54(1):146~161.
[14][45]Prensky,M..Digital Game-Based Learning[M].New York:Mc Graw-Hill,2001.
[15][31][46]Malone,T.W.,&Lepper,M.R..Making Learning Fun:A Taxonomic Model of Intrinsic Motivations for Learning[M].Hillsdale,NJ:Erlbaum,1987.
[16][25][43]Admiraal,W.,Huizenga,J.,Akkerman,S.,&Ten Dam,G..The Concept of Flow in Collaborative Game-Based Learnin[J].Computers in Human Behavior,2011,27(3):1185~1194.
[17][35][49][58]Lai,C.H.,Chu,C.M.,Liu,H.H.,Yang,S.B.,&Chen,W.H..An Examination of Game-Based Learning from Theorie of Flow Experience and Cognitive Load[J].International Journal of Distance Education Technologies,2013,11(4):17~29.
[18][34]Sweller,J.,Ayres,P.,&Kalyuga,S..Cognitive Load Theory[M].New York:Springer,2011.
[19][33]Feinbergm,S.,&Murphy,M..Applying Cognitive Load Theory to the Design of Web-Based Instruction[M].Piscataway,NJ:IEEE,2000.
[20][36][50][52][57]Huang,W.H..Evaluating learners’Motivational and Cognitive Processing in An Online Game-Based Learnin Environment[J].Computers in Human Behavior,2011,27(2):694~704.
[21]Keller,J.,&Bless,H..Flow and Regulatory Compatibility:An Experimental Approach to the Flow Model of Intrinsic Motivation[J]Personality and Social Psychology Bulletin,2008,34(2):196~209.
[23][26]Jackson,S.A.,&Eklund,R.C..The Flow Scales Manual[M].Morgantown,WV:Fitness Information Technology,2004.
[27]陈嘉成.二向度或三向度?国中生之成就目标建构适用性与自主性在学习历程角色之研究[J].教育研究与发展,2010,(6):137~166.
[38][51][56]林冠佑.不同媒体丰富性学习方式对心流体验与认知负荷之影响:游戏式学习对非游戏式学习[D].科技应用与人力资源发展学系,台湾台北:“国立台湾师范大学”,2013.
[39]Sternberg,R.S..活用你的思考风格[M].薛绚,译.台北:天下文化,1999.
[40]杨雅婷,陈奕桦.数字游戏心流体验量表编制之研究[C].ICWE2010,2011.
[42]邱皓政.量化研究法(二):统计原理与分析技术[M].台北:双叶书廊图书公司,2010.
[55]Sternberg,R.J..Allowing for Thinking Styles[J].Educational Leadership,1994,52(3):36~40.