Digital Educational Games
Digital Educational Games
复制标题
数字教育游戏
DOI：
10.1145/3177881
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
E. Law
中科院分区：
文献类型：
--
作者：
Stephanie Heintz;E. Law
我们的主要研究问题是游戏类型的选择如何影响数字教育游戏（DEG）的成功，其中成功被定义为具有积极玩家体验的显著特定领域知识增益（学习成果）。我们提出了一个方法框架来解决这个问题。不同游戏类型的比较是基于先前开发的游戏元素属性模型（GEAM）和游戏类型地图，总结了游戏的特点和它们之间的关系。此外，我们提出了一个研究模型，考虑到球员的特点对学习结果和球员的经验，以及它们之间的相互关系的影响。对280名学生进行了两项实证研究。应用领域是计算机编程。研究1比较了三个DEG的迷你游戏类型，不同的是一个单一的GEAM属性的时间压力与解谜和抽象与现实的设置。研究2比较了不同类型的DEG，这在几个GEAM属性的实施有所不同。没有球员的特点被发现是统计上显着的因素。对于这两项研究，显着差异被发现在学习成果，研究2也在一些球员的经验方面。GEAM被证明是一个有前途的框架，游戏用户研究。
Our main research question is how the choice of game type influences the success of digital educational games (DEGs), where success is defined as significant domain-specific knowledge gain (learning outcome) with positive player experience. We propose a methodological framework to address this question. The comparison of different game types is based on the previously developed Game Elements-Attributes Model (GEAM) and the Game Genre Map, which summarise game features and their relations. In addition, we present a research model considering the impact of player characteristics on learning outcome and player experience as well as their interrelation. Two empirical studies were conducted with 280 students. The application domain was computer programming. Study 1 compared three DEGs of the Mini-Game genre, differing in a single GEAM attribute—time pressure vs. puzzle solving and abstract vs. realistic settings. Study 2 compared DEGs of different genres, which vary in the implementation of several GEAM attributes. None of the player characteristics were found to be statistically significant factors. For both studies, significant differences were found in learning outcomes, for Study 2 also in some of the player experience dimensions. GEAM was demonstrated as a promising framework for games user research.
影响因子：
4
作者：
Staiano, Amanda E.;Abraham, Anisha A.;Calvert, Sandra L.
通讯作者：
Calvert, Sandra L.