本文選題：教育游戲 + 游戲行為意向��； 參考：《南京師范大學(xué)》2011年博士論文

【摘要】：近幾年來,教育游戲成為業(yè)界與學(xué)界普遍關(guān)注的熱點,如何促進(jìn)游戲參與者接受教育游戲引起了人們的廣泛關(guān)注。盡管已有大量研究表明,教育游戲能夠激發(fā)參與者的學(xué)習(xí)興趣、改善學(xué)習(xí)狀況。但是,教育游戲能否讓參與者投入其中以實現(xiàn)其教育成效還是要取決于參與者的參與意愿,如果游戲參與者對教育游戲毫無興趣,他們就無法理解游戲的教育意圖,更是很難沉浸其中,教育功能自然無法實現(xiàn)。 理解游戲參與者為什么會參與以及持續(xù)參與教育游戲是教育游戲研究領(lǐng)域中具有挑戰(zhàn)性的問題之一。目前,關(guān)于以娛樂為導(dǎo)向的網(wǎng)絡(luò)游戲中游戲參與者的游戲行為與心理的研究取得了大量成果,已經(jīng)證明沉浸體驗、感知有用與感知易用是決定游戲行為意向的重要因素。但是對兼具娛樂功能與教育功能的教育游戲的關(guān)注極少,而且大多強(qiáng)調(diào)沉浸體驗、感知有用與感知易用對游戲行為意向的重要影響,卻較少致力于探討這些影響因素的前因。 本研究在對游戲參與者的行為與心理研究的綜述與分析的基礎(chǔ)上,借鑒技術(shù)接受模型、沉浸理論以及相關(guān)的行為動機(jī)理論,嘗試從行為動機(jī)視角,深入剖析教育游戲參與者在參與游戲的過程中影響其游戲行為意向的各因素,并進(jìn)一步將游戲參與者的內(nèi)在心理需要與教育游戲設(shè)計特性納入到游戲行為意向影響因素研究框架中,系統(tǒng)地提出游戲行為意向的動機(jī)影響因素及其前因變量,挖掘各影響因素對游戲行為意向的直接與間接影響。 本研究以RPG類教育游戲“學(xué)樂吧”為研究環(huán)境,對9-12歲參與教育游戲的青少年的內(nèi)在動機(jī)(沉浸體驗)、外在動機(jī)(感知有用)及其與游戲行為意向之間的關(guān)系進(jìn)行分析,并進(jìn)一步從參與者的心理需要以及游戲特性兩個方面探究其對游戲參與者的內(nèi)在動機(jī)與外在動機(jī)的影響效應(yīng),建立教育游戲參與者游戲行為意向影響因素概念模型。采用結(jié)構(gòu)方程模型分析方法,對1222名四至六年級的游戲參與者進(jìn)行分析,論證概念模型的合理性。繼而,采用另一款Flash類教育游戲"Mingoville"的219名四至六年級的參與者數(shù)據(jù)對概念模型進(jìn)行復(fù)核效化檢驗,驗證模型的效度延展性。最后,對模型中結(jié)構(gòu)變量的作用關(guān)系進(jìn)行討論,進(jìn)一步探討教育游戲參與者的游戲行為意向的直接與間接影響因素,系統(tǒng)地分析各影響因素與游戲行為意向之間的效應(yīng)關(guān)系,希望以此更為準(zhǔn)確地把握教育游戲參與者的游戲行為特征與心理機(jī)制,為教育游戲的設(shè)計與應(yīng)用提供策略建議。 本研究的主要結(jié)論是：游戲參與者的游戲行為意向受到其沉浸體驗、對游戲系統(tǒng)的易用性和有用性感知的顯著正向影響。其中,沉浸體驗對游戲行為意向的影響最為顯著；游戲參與者的內(nèi)在動機(jī)(沉浸體驗)會受到其心理需要和游戲特性的顯著正向影響,心理需要對沉浸體驗的影響效應(yīng)大于游戲特性對沉浸體驗的影響效應(yīng)；游戲參與者的外在動機(jī)(感知有用)受到參與者對游戲易用性的感知以及游戲特性的顯著影響,但參與者的心理需要對其感知有用無顯著正向影響；教育游戲參與者的游戲行為意向影響因素模型中結(jié)構(gòu)變量之間關(guān)系在兩種類型的教育游戲中不存在顯著差別；另外,在個人因素對各結(jié)構(gòu)變量的單因素方差分析中發(fā)現(xiàn),游戲參與者的性別對游戲行為意向、沉浸體驗、感知有用、感知易用以及心理需要、游戲特性各變量均無顯著影響,游戲頻度、游戲時間以及游戲經(jīng)驗對除感知易用外的各變量均具有顯著影響。 根據(jù)本研究的結(jié)論,我們認(rèn)為教育游戲產(chǎn)品的設(shè)計與應(yīng)用需要關(guān)注產(chǎn)品如何能夠促使用戶體驗沉浸,如何讓參與者感受樂趣、滿足好奇等；充分考慮參與者的歸屬需要、認(rèn)知需要與能力需要,提供豐富的游戲內(nèi)容以及用戶間交往方式；針對9-12歲青少年對游戲特性的感知特點,增強(qiáng)游戲界面的聲光影像效果設(shè)計,從而有效提高教育游戲參與者的游戲行為意向。研究結(jié)論還為政府、學(xué)校以及家庭提供了相關(guān)的策略建議。
[Abstract]:In recent years , educational games have become a hot spot in the industry and academic circles . How to promote the participants ' learning interest and improve their learning conditions have been studied . However , it is difficult to understand the educational intentions of the participants if the participants are not interested in the educational games , and the educational function cannot be realized .

It is one of the most challenging problems in the field of educational game research to understand why the participants of the game play and continue to participate in the educational game . At present , the research on the game behavior and psychology of the game participants in the entertainment - oriented online game has made a lot of results . It has proved that the immersion experience , the perceived usefulness and the perception are important factors that determine the intention of the game .

Based on the review and analysis of the behavior and psychological research of the game participants , this paper attempts to analyze the factors that affect the behavior intention of the game participants in the process of participating in the game by using the theory of technology acceptance model , immersion theory and relevant behavioral motivation , and further analyzes the intrinsic psychological needs of the game participants and the design characteristics of the educational game into the research framework of the influence factors of the game behavior intention , systematically puts forward the motive influence factors and the former factors of the intention of the game behavior , and finds out the direct and indirect effects of the influencing factors on the intention of the game behavior .

This paper analyzes the relationship between the intrinsic motivation ( immersion experience ) , the motivation ( perceived usefulness ) and the intention of the game players in the study of the relationship between the intrinsic motivation ( immersion experience ) , the extrinsic motivation ( perceived usefulness ) and the game behavior intention of the nine - 12 - year - olds participating in the educational games , and further discusses the relationship between the influence factors and the intention of the game behavior .

The main conclusion of this study is that the game participants ' intention to play is influenced by their immersion experience and the usability and perceived usefulness of the game system .
The intrinsic motivation ( immersion experience ) of the game participants is influenced by the psychological needs and the game characteristics , and the effect of psychological needs on the immersion experience is greater than that of the game characteristics on the immersion experience ;
The external motivation ( perceived usefulness ) of the game participants is influenced by participants ' perception of the usability of the game as well as the game characteristics , but the psychological needs of the participants have no significant positive impact on their perception .
There is no significant difference between the two types of educational games .
In addition , in the individual factor analysis of individual factors , it was found that the gender of the game participants had no significant influence on the behavior intention , the immersion experience , the perceived usefulness , the perceived ease of use , the psychological need , the game characteristics variables , the game frequency , the game time , and the game experience had significant impact on the variables except perception and use .

According to the conclusion of this study , we believe that the design and application of educational game products need to pay attention to how the product can promote the user experience immersion , how to make the participants feel fun , satisfy curiosity , etc . ;
fully taking fully into account the needs of the participants , the needs of cognition and the need of capability , providing rich game content and user - to - user interaction mode ;
In the light of the awareness of the characteristics of the games in 9 - 12 year old adolescents , the sound - optic image effect design of the game interface is enhanced , so as to effectively improve the game behavior intention of the educational game participants . The research conclusion also provides the relevant policy suggestions for the government , the school and the family .

【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2011
【分類號】：G44

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本文編號：1873493