[1]陶 佳,范晨晨.沉浸式学习理论视域下的游戏化课程目标设计:机理、框架与应用[J].远程教育杂志,2021,(05):066-75.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.007]
 Tao Jia,Fan Chenchen.Research on Game Curriculum Goal Design Based on Immersive Learning Theory: Mechanism, Framework and Application[J].Distance Education Journal,2021,(05):066-75.[doi:10.15881/j.cnki.cn33-1304/g4.2021.05.007]
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沉浸式学习理论视域下的游戏化课程目标设计:机理、框架与应用()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2021年05期
页码:
066-75
栏目:
专题研讨
出版日期:
2021-09-25

文章信息/Info

Title:
Research on Game Curriculum Goal Design Based on Immersive Learning Theory: Mechanism, Framework and Application
作者:
陶 佳; 范晨晨
安徽师范大学 教育科学学院,安徽芜湖 241000
Author(s):
Tao Jia; Fan Chenchen
College of Education Science, Anhui Normal University, Wuhu Anhui 241000
关键词:
沉浸式学习游戏化课程课程目标高质量学习
Keywords:
Immersive Learning Gamification Curriculum Curriculum Objectives High-quality Learning
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2021.05.007
文献标志码:
A
摘要:
游戏化课程目标构建是游戏化课程落地的起点,是游戏化课程优质发展的关键,尽管游戏化教学与相关课程的研究越来越多,但游戏化课程目标的探讨还是有待深化的研究课题。从分析当前失败的游戏化课程目标着手,将游戏化课程目标设计置于课程实践复杂而真实的空间中,使其与学生个体、社会生活、学科专家相融,提出了基于沉浸式学习理论的游戏化课程目标设计方法,即目标设计的阶段性、持续性、递进性、层次性、整体性“五框架”和符合认知水平的体验设计、合情合理的代入感、边界清晰且内部自由、跨界体验模拟工作场景、提供更多视角与参考、基于学习者特征的“压力阀”设计、用“同僚压力”代替“规则压力”的“七原则”。课程研究的案例表明:以沉浸式学习视角设计游戏化课程目标,实现了课程目标设计从关注课程整体发展到眷注个体学习体验,是助力挑战度学习课程构建及“以生为本”开展高质量学习的有益尝试。
Abstract:
The construction of game curriculum objectives is the starting point for the implementation of game curriculum and the key to the high-quality development of game curriculum. Although there are more and more researches on game teaching and related courses, the discussion of game curriculum objectives is still a research topic to be deepened. Starting from the analysis of the current failed Gamification curriculum objectives, this paper puts the Gamification curriculum objective design in the complex and real space of curriculum practice, integrates it with students’ individual, social life and discipline experts, and puts forward the Gamification curriculum objective design method based on immersive learning theory, that is, the stage, continuity, progression, hierarchy and Holistic "five frameworks" and experience design in line with cognitive level, reasonable sense of substitution, clear boundary and internal freedom, cross-border experience to simulate work scenes, provide more perspectives and references, design of "pressure valve" based on learners’ characteristics, and "seven principles" of replacing "rule pressure" with "peer pressure". The case of curriculum research shows that the design of game curriculum objectives from the perspective of immersive learning realizes the curriculum objective design from paying attention to the overall development of the curriculum to paying attention to individual learning experience. It is a beneficial attempt to help the construction of challenging learning curriculum and carry out high-quality learning based on students.

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[1]陈凯泉,吴志超,刘 宏,等.扩展现实(XR)支撑沉浸式学习的技术路径与应用模式——沉浸式学习研究网络国际会议(iLRN 2020)探析[J].远程教育杂志,2020,(05):003.[doi:10.15881/j.cnki.cn33-1304/g4.2020.05.001]
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备注/Memo

备注/Memo:
基金项目:本文系全国教育科学规划课题2018 年度教育部重点课题“以高校为中心多方协同的STEAM 教育模式研究:以安徽省为例”(课题编号:DCA180318)的研究成果。
更新日期/Last Update: 1900-01-01