Overview of Instructional Techniques to Facilitate Learning and Motivation of Serious Games
Overview of Instructional Techniques to Facilitate Learning and Motivation of Serious Games
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促进严肃游戏学习和动机的教学技术概述
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发表时间：
2017
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通讯作者：
H. Oostendorp
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作者：
P. Wouters;H. Oostendorp
用于学习、训练和指导目的的电脑游戏通常被称为严肃游戏。在过去的十年里，大量的实证研究调查了严肃游戏的学习效果和动机吸引力。最近的元分析表明，严重的游戏是有效的相比，传统的教学，但有效性可以提高。本章探讨哪些具体的教学技巧可以进一步提高学习和增加动机。我们将教学技术定义为对游戏本身或游戏环境中的特征的任何适应，这些特征影响相关信息的选择、组织和信息的整合和/或玩家的内在动机。起点是2013年进行的荟萃分析，该分析已更新和扩展。元分析具有增值方法，并显示哪些游戏功能可以改善学习和/或增加动机。对结果的解释将产生九种在学习和/或动机方面被证明有效或有前途的教学技术。这套九个技术内容整合，上下文整合，评估和适应性，现实主义的水平，叙事为基础的技术，反馈，自我解释和反思，合作和竞争，以及建模，形成本卷的基础，这是由一个反思章结束。
Computer games that are used for the purpose of learning, training, and instruction are often referred to as serious games. The last decade shows a huge increase in empirical studies investigating the learning effectiveness and motivational appeal of serious games. Recent meta-analyses show that serious games are effective compared to traditional instruction but that the effectiveness can be improved. This chapter explores which specific instructional techniques can further improve learning and increase motivation. We define instructional techniques as any adaptation of a feature of the game itself or in the context of the game that influences the selection of relevant information, the organization, and integration of that information and/or the intrinsic motivation of the player. The starting point is a meta-analysis conducted in 2013 that is updated and extended. The meta-analysis has a value-added approach and shows which game features can improve learning and/or increase motivation. The interpretation of the results will yield nine proven effective or promising instructional techniques in terms of learning and/or motivation. This set of nine techniques—content integration, context integration, assessment and adaptivity, level of realism, narration-based techniques, feedback, self-explanation and reflection, collaboration and competition, and modeling—form the basis of this volume, which is closed by a reflection chapter.