本文關(guān)鍵詞：教育游戲活動(dòng)設(shè)計(jì)機(jī)制的研究　出處：《陜西師范大學(xué)》2010年碩士論文　論文類型：學(xué)位論文

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【摘要】： 為適應(yīng)新時(shí)期“數(shù)字土著”們?cè)趯W(xué)習(xí)方式上的新需求,近年來(lái),人們對(duì)教育游戲的研究持續(xù)并深入開(kāi)展著。本文結(jié)合筆者一年的教育游戲設(shè)計(jì)開(kāi)發(fā)實(shí)踐,認(rèn)為游戲活動(dòng)設(shè)計(jì)機(jī)制是教育游戲生存的核心競(jìng)爭(zhēng)力之一�？v觀商業(yè)游戲在活動(dòng)設(shè)計(jì)方面的成功和蓬勃發(fā)展,教育游戲活動(dòng)要吸引玩家,必須借鑒和發(fā)展其游戲活動(dòng)設(shè)計(jì)方面的三個(gè)要素：一是定義玩家明確的游戲行為；二是提供展示自我的游戲活動(dòng)時(shí)空；三是創(chuàng)設(shè)玩家獲取和花費(fèi)游戲經(jīng)驗(yàn)的途徑。 游戲活動(dòng)沒(méi)有承載教學(xué)目標(biāo)的天然屬性,教學(xué)活動(dòng)也沒(méi)有明顯的娛樂(lè)性可言,但它們都是基于過(guò)程展開(kāi)的活動(dòng)。本文認(rèn)為：以輔助教學(xué)為目的的教育游戲活動(dòng)設(shè)計(jì)方案應(yīng)該包括三個(gè)部分：引導(dǎo)性游戲活動(dòng)——讓玩家在玩的過(guò)程中感知到游戲中知識(shí)或技能的存在；探究活動(dòng)——依據(jù)游戲規(guī)則,解密游戲的設(shè)計(jì)意圖,發(fā)掘所運(yùn)用的知識(shí)和技能所在；快樂(lè)生活應(yīng)用場(chǎng)域——一個(gè)提供獲取和花費(fèi)游戲經(jīng)驗(yàn)的快樂(lè)場(chǎng)域。 在引導(dǎo)性游戲活動(dòng)的設(shè)計(jì)中,玩家要體驗(yàn)到明顯的游戲趣味性,還要感知到知識(shí)和技能的存在。我們一方面借鑒美國(guó)麻省理工大學(xué)的Games-To-teach游戲的做法——把學(xué)習(xí)內(nèi)容融入到游戲道具中的,另一方面把學(xué)習(xí)內(nèi)容融入游戲流程和關(guān)卡中,讓玩家在游戲過(guò)程中接觸知識(shí)并應(yīng)用技能。另外,我們?cè)O(shè)計(jì)的游戲活動(dòng)任務(wù)有兩個(gè)入口：一個(gè)是通過(guò)一次次嘗試,找到成功的辦法；另一個(gè)是通過(guò)運(yùn)用知識(shí)和技能,快速完成任務(wù)。學(xué)生面對(duì)兩種入口,都需要一定的時(shí)間思考,都需要一些嘗試操作活動(dòng)的展開(kāi),都需要借鑒別人或者展示自己的活動(dòng)技巧。在探究活動(dòng)的設(shè)計(jì)中,我們依靠并摘取游戲中的實(shí)物和場(chǎng)景,細(xì)化游戲操作的關(guān)鍵環(huán)節(jié),給玩家點(diǎn)出游戲得分所用到的知識(shí)和技能所在；并設(shè)置針對(duì)知識(shí)點(diǎn)的探究實(shí)驗(yàn)讓玩家操作,進(jìn)而體驗(yàn)到知識(shí)和技能應(yīng)用的效果。在設(shè)計(jì)快樂(lè)生活應(yīng)用場(chǎng)域時(shí),我們認(rèn)為：對(duì)多數(shù)學(xué)生來(lái)說(shuō),學(xué)習(xí)是枯燥、痛苦的事情,對(duì)學(xué)生在教學(xué)活動(dòng)中所取得的成績(jī),應(yīng)該及時(shí)給予獎(jiǎng)勵(lì),轉(zhuǎn)化成快樂(lè)的體驗(yàn),再引領(lǐng)另一次教學(xué)活動(dòng),如此重復(fù),給學(xué)習(xí)者獲取和花費(fèi)游戲經(jīng)驗(yàn)的途徑。所以,我們?cè)O(shè)計(jì)了一個(gè)非暴力的生活樂(lè)園,玩家自由自在地生活在其中,但要想得到更舒適、體面的游戲道具和游戲體驗(yàn),需要去努力工作(做知識(shí)點(diǎn)教學(xué)小游戲),工作越努力,生活就會(huì)更美好! 當(dāng)然,教育游戲是個(gè)復(fù)合體,需要在教學(xué)、游戲、青少年和媒體技術(shù)等諸方面做深入研究。本文僅僅就游戲活動(dòng)設(shè)計(jì)機(jī)制方面做了初步探索。第一章立足對(duì)比游戲玩家與課堂學(xué)習(xí)者在活動(dòng)中的諸多不同,指出游戲活動(dòng)給教學(xué)活動(dòng)的一些啟示；第二章主要是依據(jù)筆者的實(shí)踐經(jīng)驗(yàn),強(qiáng)調(diào)了適合教育游戲研究的兩種研究方法——比較研究和基于設(shè)計(jì)的研究；第三章分析了游戲活動(dòng)的特點(diǎn)和目前學(xué)習(xí)者的顯著特征,并認(rèn)為教育游戲是承載良構(gòu)活動(dòng)機(jī)制的天然載體；第四章回顧和總結(jié)了教育游戲活動(dòng)設(shè)計(jì)的研究過(guò)程,并依據(jù)商業(yè)游戲活動(dòng)設(shè)計(jì)的三個(gè)要素,探索了教育游戲活動(dòng)設(shè)計(jì)的機(jī)制；第五章反思了教育游戲研究的兩個(gè)方面：一是要注重游戲活動(dòng)機(jī)制的研究和改進(jìn)；二是要凸顯教育游戲的核心價(jià)值——教育價(jià)值。最后,在 總結(jié)部分,指出了本文研究中心和不足。
[Abstract]:In order to adapt to the new era of "digital natives" in the way of new demand, in recent years, researches on educational games continue and carry out. In this paper the design of educational game development practice of the author in a year, think the design mechanism of the game activity is one of the core competitiveness of education to survive the game. Throughout the game in commercial activity design the success and development of educational game activities to attract game player, and we must learn from the three elements of the development of game design aspects: one is the definition of the game behavior of game player clear; two is provided to show my game activities in time; the three is to establish a game player acquisition and takes the game experience.
Natural attribute of game activities carrying no teaching objectives, teaching activity has no obvious entertainment at all, but they are developing process based activities. This paper thinks: to assist teaching for educational game design scheme should include three parts: the introductory game game player to play in the process of perception knowledge or skill in the game; inquiry activities according to the rules of the game, the game design intent of the decryption, explore the knowledge and skills of the application field; happy life -- a happy and spend the game experience to provide access to the field.
In the design of guidance activities in the game, game player to clear the game interesting, but also perceived knowledge and skills. We draw the MIT Games-To-teach game approach to learning content into the game props, on the other hand, the learning content into the game flow and level let the game player, contact the knowledge in the process of game and application skills. In addition, we design the game has two tasks: one is through the entrance to try again, find the way to success; another is through the use of knowledge and skills, students complete tasks quickly. In the face of the two entrance, requires a certain period of time think, need some try operation activities, all need to learn from others or show their skills in the design activities. The inquiry activities, we rely on and win the game. And the scene, the key link to the refinement operation of the game, game player game score points out the use of knowledge and skills; and set for the experimental inquiry of knowledge points let the game player operation, and experience the knowledge and skills of application effect. In the design of happy life application field, we believe that for most students. Learning is boring, painful things, the students made in the teaching activities of the results, should be timely reward, into a happy experience, then lead to another teaching activities, to repeat, learners acquire and takes the game experience. So, we design a non violent life paradise game player, live freely in them, but to be more comfortable, decent game props and game experience, need to work hard (knowledge teaching game), work more efforts, life will be better!
Of course, the educational game is a complex, need to do in-depth study of teaching, game, youth and media technology and other aspects. This paper just design the mechanism of the game activities made a preliminary exploration. The first chapter is based on the comparison of game player and classroom learners in many different activities, pointed out that the Games give some enlightenment of teaching activities; the second chapter is mainly based on the practical experience of the author, points out two kinds of research -- a comparative study and methods suitable for educational game research based on the design of the study; the third chapter analyzes the characteristics of significant game activities and the learners, and that educational games is a natural carrier of well structured activity mechanism; the fourth chapter review and summarizes the research process of educational game design, and on the basis of the three elements of commercial game design, to explore the mechanism of education game design; The fifth chapter reflects on the two aspects of educational game research: first, we should pay attention to the research and improvement of game mechanism; two, we should highlight the core value of educational game -- educational value.
In the summary, the research center and the deficiency of this paper are pointed out.

【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2010
【分類號(hào)】：G434

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前2條

1 孫洪艷;教育游戲在小學(xué)英語(yǔ)課堂教學(xué)中的設(shè)計(jì)與應(yīng)用研究[D];四川師范大學(xué);2011年

2 邢雯瑾;數(shù)字化游戲幫助學(xué)生提高數(shù)學(xué)理解力的研究[D];上海師范大學(xué);2013年

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本文編號(hào)：1376890