A Proposal to Use Gamification Systematically to Nudge Students Toward Productive Behaviors
A Proposal to Use Gamification Systematically to Nudge Students Toward Productive Behaviors
复制标题
系统地使用游戏化来推动学生采取富有成效的行为的提案
DOI：
10.1145/3428029.3428057
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Zhiyi Li
中科院分区：
文献类型：
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作者：
S. Edwards;Zhiyi Li
虽然教育中的游戏化已被用来提高动机和参与度，但它也可以用来推动学生改变行为。本文介绍了一个整体的游戏化设计的介绍计算机编程课程，鼓励学生采用五个核心自我调节技能：时间管理，增量开发，自我检查，持久性和规划的进展工作。我们通过强化技能可以通过有针对性的努力和实践来增加和提高，从而鼓励成长型思维信念。选择的自我调节技能都与成功的学业表现有关，并提出了一个“更聪明地工作，而不是更努力”的模式。它们与学生的工作过程有关，而不是产生的作业解决方案。角色扮演游戏的角色发展，经验值，升级，日常任务，能量管理和基于助推器的奖励系统的组合被用作游戏机制。目标是向学生传达掌握这些技能是课程社区所重视的，鼓励学生渴望掌握这些技能，并在学生取得进步并最终实现这些目标时予以认可和奖励。该设计利用现有的工作来衡量学生的努力和进展，因为他们的工作任务，以推动游戏机制。
While gamification in education has been used to increase motivation and engagement, it can also be used to nudge students to change behavior. This paper describes work in progress on a holistic gamification design for an introductory computer programming course that encourages students to adopt five core self-regulation skills: time management, incremental development, self-checking, persistence, and planning. We encourage growth mindset beliefs by reinforcing that skills can be increased and improved through targeted effort and practice. The self-regulation skills chosen are all associated with successful scholastic performance and present a model of “working smarter, not harder”. They relate to the student’s process of working, rather than the assignment solution being produced. A combination of role-playing game character development, experience points, leveling, daily missions, energy management, and a booster-based reward system are used as game mechanics. The goal is to communicate to students that mastery of these skills is valued by the course’s community, to encourage students to aspire to master these skills, and to recognize and reward students as they progress and eventually achieve these goals. The design leverages existing work on measuring student effort and progress as they work on assignments to drive game mechanics.