Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology
Relationships between motivational support and game features in a game-based virtual reality learning environment for teaching introductory archaeology
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用于考古学入门教学的基于游戏的虚拟现实学习环境中动机支持与游戏功能之间的关系
DOI：
10.1080/09523987.2019.1669946
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发表时间：
2019
影响因子：
1.8
通讯作者：
Chen, Danying
中科院分区：
文献类型：
--
作者：
Shackelford, Laura;David Huang, Wenhao;Craig, Alan;Merrill, Cameron;Chen, Danying
虚拟现实（VR）和基于游戏的学习策略很少与关注动机加工一起被研究。缺乏对基于VR游戏的学习动机支持的理解阻碍了这种环境的设计，无法有效和高效地支持预期的学习过程。该研究揭示了在向大学生传授考古学入门内容的VR学习环境中，学习者的动机加工与感知到的游戏特征之间的关系。研究的第一部分采用互补并行混合方法设计，用定性结果澄清定量结果来描述40名参与者感知到的动机支持。第二部分仅使用来自同一样本的定量调查数据来揭示感知游戏功能以及动机支持与游戏功能之间的关系。研究结果表明，学习者的动机加工受到ARCS动机设计模型的信心和满意成分的支持。此外，根据多元回归分析，并非所有动机成分都受到感知游戏功能的支持。对研究结果的讨论主要集中在在哪些领域，以及在多大程度上，在相同的学习环境中，多媒体丰富的VR元素可能与基于游戏的学习竞争，以满足学习者有限的认知和行为学习能力。
Virtual reality (VR) and game-based learning strategies have rarely been investigated together with a keen focus on motivational processing. This lack of understanding on motivational support of VR game-based learning has hindered the design of such environments to effectively and efficiently support intended learning processes. The study revealed relationships between learners’ motivational processing and perceived game features in a VR learning environment for delivering introductory archaeology content to college students. The first part of the study adopted the complementary concurrent mixed-method design, which applied qualitative results to clarify quantitative findings to delineate motivational support perceived by 40 participants. The second part employed quantitative survey data only from the same sample to reveal perceived game features and relationships between motivational support and game features. Findings suggest that learners’ motivational processing was supported by the Confidence and Satisfaction components of the ARCS motivational design model. Additionally, not all motivational components were supported by perceived game features according to multiple regression analyses. The discussion of the findings is focused on in what areas and to what extent multimedia-rich VR elements might compete with game-based learning in the same learning environment for learners’ limited cognitive and behavioral learning capacities.
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