[1]王永固,张婷,李玮,等.基于心流理论的教育游戏设计框架要素研究——以特殊儿童言语学习游戏为案例[J].远程教育杂志,2014,(03):097-104.[doi:10.15881/j.cnki.cn33-1304/g4.2014.03.011]
 Wang Yonggu,Zhang Ting,Li Wei,et al.Elements of Educational Game Designing Framework Based on Flow Theory: A Case Study of the Speech Learning Games for Exceptional Children[J].Distance Education Journal,2014,(03):097-104.[doi:10.15881/j.cnki.cn33-1304/g4.2014.03.011]
点击复制

基于心流理论的教育游戏设计框架要素研究——以特殊儿童言语学习游戏为案例()
分享到:

《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2014年03期
页码:
097-104
栏目:
专题研讨
出版日期:
2014-06-30

文章信息/Info

Title:
Elements of Educational Game Designing Framework Based on Flow Theory: A Case Study of the Speech Learning Games for Exceptional Children
作者:
王永固;张婷;李玮;黄碧玉
浙江工业大学教育科学与技术学院;浙江工业大学艺术学院
Author(s):
Wang Yonggu;Zhang Ting;Li Wei;Huang Biyu
School of Educational Science and Technology,Zhejiang University of Technology;School of Art,Zhejiang University of Technology
关键词:
心流理论教育游戏言语学习游戏设计
Keywords:
Educational games Flow theory Speech learning Game design
分类号:
G434
DOI:
10.15881/j.cnki.cn33-1304/g4.2014.03.011
文献标志码:
A
摘要:
构建有效的教育游戏设计模型是当前亟待研究的课题。在国内外心流理论和教育游戏设计相关成果的基础上,使用基于设计的研究方法,构建了基于心流理论的教育游戏设计框架。继而分析了该设计框架的构成要素及其设计方法,并基于该研究框架研发了特殊儿童言语学习游戏案例且进行了实证研究。研究发现,学习者在教育游戏中产生心流体验的前提条件有三个:清晰的任务目标、及时的反馈和任务与技能的平衡。为生成以上前提条件,教育游戏设计应分为四个阶段:游戏目标分析、游戏情境创设、游戏玩法设计和游戏元素设计,每个阶段应采取对应的设计任务使阶段性设计成果具备心流体验产生的条件。
Abstract:
It is an urgent and important research topic to construct an effective design model of educational games. Based on the relative results about flow theories and design of educational games, a design framework of educational games based the flow theory was constructed by using the research-based method. Then after analyzing the elements of the design framework and its design methods, speech learning games for exceptional children were developed base on the framework and verified experimentally. This study results shows that there are three preconditions for generating flow experiences when learners study in the educational games, including clear task and target, immediately feedback, the balance of task and skills of learners. For generating above the preconditions, the design of educational games should be divided into four phases, which includes target analyzing of games, situation creating of games, playing method designing and elements designing of games. And in each phase, corresponding design task should be adopted to make the preconditions of flow embedded in the results of design.

相似文献/References:

[1]李青,王青.体感交互技术在教育中的应用现状述评[J].远程教育杂志,2015,(01):048.[doi:10.15881/j.cnki.cn33-1304/g4.2015.01.005]
[2]李 馨.融入“适应性”的教育游戏结构设计模型及实验研究[J].远程教育杂志,2015,(02):097.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.013]
 Li Xin.Experiment and Structure Design of Educational Game Integrated into adaptation[J].Distance Education Journal,2015,(03):097.[doi:10.15881/j.cnki.cn33-1304/g4.2015.02.013]
[3]尚俊杰 张 喆 庄绍勇 蒋 宇.游戏化网络课程的设计与开发[J].远程教育杂志,2012,(04):066.
 Shang Junjie,Zhang Zhe,Jong Morris Siu Yung,et al.Design and Application of a Game-based Online Curriculum[J].Distance Education Journal,2012,(03):066.
[4]陈向东,蒋中望.增强现实教育游戏的应用[J].远程教育杂志,2012,(05):068.
 Chen Xiangdong,Jiang Zhongwang.The Application of Educational Augmented Reality Games[J].Distance Education Journal,2012,(03):068.
[5]张月香,李建生,李 艺.教育游戏中玩家成就目标对学业情绪的影响研究[J].远程教育杂志,2013,(03):105.[doi:10.15881/j.cnki.cn33-1304/g4.2013.03.013]
 Zhang Yuexiang,Li Jiansheng,Li Yi.Study on Effects of Achievement Goals on Academic Emotions in Educational Games[J].Distance Education Journal,2013,(03):105.[doi:10.15881/j.cnki.cn33-1304/g4.2013.03.013]
[6]沈娟,章苏静.教育游戏评价方法研究述评[J].远程教育杂志,2014,(03):105.[doi:10.15881/j.cnki.cn33-1304/g4.2014.03.012]
 Shen Juan,Zhang Sujing.A Review of Educational Games Assessment at Home and Abroad[J].Distance Education Journal,2014,(03):105.[doi:10.15881/j.cnki.cn33-1304/g4.2014.03.012]
[7]胡智标.增强教学效果,拓展学习空间——增强现实技术在教育中的应用研究[J].远程教育杂志,2014,(02):106.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.015]
 Hu Zhibiao.Enhance Teaching Effect, Expanse Learning Space: A study on the application of AR technology in education[J].Distance Education Journal,2014,(03):106.[doi:10.15881/j.cnki.cn33-1304/g4.2014.02.015]
[8]谭 璐.教育游戏系统理论分析与设计策略探究[J].远程教育杂志,2015,(06):106.[doi:10.15881/j.cnki.cn33-1304/g4.2015.06.015]
 Tan lu.Study on System Theoretical Analysis and Design Strategy of Educational Game[J].Distance Education Journal,2015,(03):106.[doi:10.15881/j.cnki.cn33-1304/g4.2015.06.015]
[9]陈博殷,钱扬义,李言萍.游戏化学习的应用与研究述评——基于国内外课堂中的“化学游戏化学习”[J].远程教育杂志,2017,(05):093.[doi:10.15881/j.cnki.cn33-1304/g4.2017.05.009]
 Chen Boyin,Qian Yangyi,Li Yanping.A Review of Application and Research on Game-based Learning: Based on the “Chemistry Game-based Learning” in Class at Home and Abroad[J].Distance Education Journal,2017,(03):093.[doi:10.15881/j.cnki.cn33-1304/g4.2017.05.009]
[10]赵永乐,何 莹,蒋 宇,等.教师对教育游戏的接受度与技术接受路径模型研究——基于509份调查数据的因子和路径分析[J].远程教育杂志,2019,(06):100.[doi:10.15881/j.cnki.cn33-1304/g4.2019.06.011]
 Zhao Yongle,He Ying,Jiang Yu,et al.Research on Acceptance and Technology Acceptance Path Model of Educational Games by Teachers:Factor Analysis and Path Analysis based on 509 Survey Data[J].Distance Education Journal,2019,(03):100.[doi:10.15881/j.cnki.cn33-1304/g4.2019.06.011]

备注/Memo

备注/Memo:
【基金】 国家社科基金重大招标课题子课题“自闭症儿童早期干预与教育训练”(12&ZD229-04);浙江省公益技术应用研究计划项目“听障儿童听觉康复训练与言语矫治的关键技术及系统研发”(2011C23069);浙江省高校中青年学科带头人学术攀登项目“言语沟通障碍儿童康复训练关键技术及系统研发”(PD2013036);浙江省研究生创新科研项目“听障儿童言语定量评估与康复训练系统研究”(G1209108007521);浙江省社科联研究课题“聋哑儿童听力康复与言语矫治的现状调查与对策研究”(2009N06)等项
更新日期/Last Update: 2014-08-01