Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games
Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games
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DOI：
10.1007/s11423-007-9073-2
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发表时间：
2008-12-01
影响因子：
5
通讯作者：
Vick, Erik H.
中科院分区：
文献类型：
--
作者：
Gunter, Glenda A.;Kenny, Robert F.;Vick, Erik H.
我们正在目睹一种疯狂的热潮，以一种特殊的方式将教育内容注入游戏，希望玩家/学习者仅仅因为内容被安置在游戏中而受到激励。如果教育游戏设计未能建立在成熟的学习和教学理论基础上，就会增加游戏无法达到预期教育目标的风险，并使学生受到娱乐，但没有获得任何学术技能或知识。我们对独立教育游戏的回顾表明，它们并不总是基于合理的教育原则和理论。我们认为，如果学术学习是发生，一个新的设计范式必须开发。本文讨论了教育游戏的RETAIN设计和评估模型，该模型旨在帮助评估学术内容如何内生地沉浸在游戏的幻想和故事背景中，促进知识的转移，并鼓励重复使用该内容以自动方式使用。
We are witnessing a mad rush to pour educational content into games in an ad hoc manner in hopes that player/learners are motivated simply because the content is housed inside a game. A failure to base educational game design on well-established learning and instructional theories increases the risk of the game failing to meet its intended educational goals, and yielding students who are entertained but who have not acquired any academic skills or knowledge. Our review of standalone educational games has shown that they are not always based on sound educational principles and theories. We contend that, if academic learning is to take place, a new design paradigm must be developed. This article discusses the RETAIN design and evaluation model for educational games that was developed to aide in the evaluation of how well academic content is endogenously immersed and embedded within the game's fantasy and story context, promoters transfer of knowledge, and encourages repetitive usage to that content becomes available for use in an automatic way.