【摘要】：隨著增強(qiáng)現(xiàn)實(shí)技術(shù)(AR)在教育領(lǐng)域的逐步應(yīng)用,AR支持下的移動(dòng)游戲因能支持學(xué)習(xí)者進(jìn)行自主協(xié)作的情境式學(xué)習(xí),得到學(xué)習(xí)者的青睞。此類游戲設(shè)計(jì)以沉浸理論為基礎(chǔ),充分考慮科學(xué)學(xué)習(xí)興趣、游戲態(tài)度、性別等影響因素,以敘事為驅(qū)動(dòng),采用二維碼技術(shù)營(yíng)造移動(dòng)學(xué)習(xí)環(huán)境,激勵(lì)學(xué)習(xí)者不斷挑戰(zhàn)任務(wù)。為提升參與游戲?qū)W習(xí)者的學(xué)習(xí)成效,游戲中學(xué)習(xí)者的沉浸感是其關(guān)鍵。綜合觀察法和訪談法所搜集的相關(guān)數(shù)據(jù)發(fā)現(xiàn),學(xué)習(xí)者對(duì)游戲的瞬時(shí)關(guān)注度、探索意識(shí)以及期望獲得更高的游戲?qū)W習(xí)成績(jī)是沉浸感的三個(gè)顯著經(jīng)驗(yàn)性特征。通過(guò)分層回歸分析發(fā)現(xiàn),沉浸感受學(xué)習(xí)者科學(xué)學(xué)習(xí)興趣及游戲態(tài)度的影響較大,學(xué)習(xí)者的性別并不影響其沉浸感。在以故事驅(qū)動(dòng)的科學(xué)探究游戲中,學(xué)習(xí)者的科學(xué)學(xué)習(xí)興趣有所增加,愿意閱讀各類游戲相關(guān)的信息,樂(lè)于挑戰(zhàn),由此獲得強(qiáng)烈的沉浸感。在此自主探究的學(xué)習(xí)空間中,學(xué)習(xí)者在扮演好自身角色的同時(shí),通過(guò)小組協(xié)作解決問(wèn)題,齊心協(xié)力完成任務(wù),從而在探究過(guò)程中發(fā)展思維,提升自身的知識(shí)和技能。
[Abstract]:With the gradual application of augmented reality technology (AR) in the field of education, mobile games supported by AR are favored by learners because of their ability to support learners to carry out situational learning of autonomous collaboration. This kind of game design is based on immersion theory, fully considers the influence factors such as scientific learning interest, game attitude, gender and so on. It is driven by narration and creates mobile learning environment by using the technology of QR code, which encourages learners to challenge their tasks constantly. In order to improve the learning effect of participating game learners, the immersion of the learners in the game is the key. According to the data collected by observation and interview, it was found that learners' instantaneous attention to games, exploration consciousness and expectation of higher learning achievement were the three significant empirical characteristics of immersion. Through stratified regression analysis, it was found that immersion experience learners' interest in scientific learning and play attitude had a great influence, and the learners' gender did not affect their immersion. In the story driven science inquiry game, learners' interest in science learning has increased, they are willing to read all kinds of game related information, willing to challenge, and thus obtain a strong sense of immersion. In this independent inquiry learning space, learners play a good role in solving problems through group cooperation and work together to complete tasks, thus developing their thinking and improving their own knowledge and skills in the process of inquiry.
【作者單位】： 西安石油大學(xué)計(jì)算機(jī)學(xué)院;陜西師范大學(xué)現(xiàn)代教學(xué)技術(shù)教育部重點(diǎn)實(shí)驗(yàn)室;中國(guó)基礎(chǔ)教育質(zhì)量監(jiān)測(cè)協(xié)同創(chuàng)新中心;
【基金】：全國(guó)教育科學(xué)“十二五”規(guī)劃2014年度教育部青年課題“移動(dòng)學(xué)習(xí)在中學(xué)科學(xué)課程學(xué)習(xí)中的應(yīng)用模式研究”(ECA140367)
【分類號(hào)】：G434

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