EAGER: Collaborative Research: Motivation and Serious Gaming

EAGER：协作研究：动机和严肃游戏

• 批准号: 0943064
• 负责人: Carrie Heeter
• 金额: $ 15.16万
• 依托单位: Michigan State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-15 至 2012-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0943064&HistoricalAwards=false
• 关键词: EAGER; Collaborative; Research; Motivation; Serious

When people play games for entertainment, they are free to choose whether to play at all and which games to play. So-called 'serious games' employ a media form players are accustomed to enjoying as entertainment for serious goals such as learning, health, and persuasion. Rather than voluntary and for fun, a serious game may in fact be a mandatory class assignment, a required part of corporate training, or a prescribed activity to improve brain health. Serious games may not be fun. Even games which are fun for many people (e.g., the Civilization series of games are some of the best selling games ever and are widely used as educational games), may not be "fun," "engaging," "motivating," or whatever other words may be used to describe the rationale for using games by academics or designers for a distinct subset of the target audience. Motivation is known to be important for school learning yet motivation for serious games has not been studied. In the same way that learners hold different underlying affinities for intrinsic and extrinsic rewards associated with learning, it is posited in this project that gamers develop unique gaming motivation affinities and mindsets throughout their lifetime of gaming experiences. Player typologies classify players as achievers, explorers, socializers, or killers, but these typologies only consider voluntary play of a particular game or game genre. It is not yet known whether players easily and enthusiastically embrace games which do not fit their preferred gaming motivations, or if such mismatches interfere with engagement and learning. By definition, serious games piggyback on players' entertainment gaming experiences, yet they do so with no consideration of why and how different people play entertainment games, nor what the implications of those individual lifetime gaming motivation and experience differences are for how a serious game will be received. This project will develop and test drive the idea of a Gaming Motivation Profile (GMP), parallel to motivation and mindset theories. The project is risky, because GMP may turn out not to exist, or to be unimportant. The project is worthwhile because if indeed GMP mediates the impact of serious games, there are myriad implications for game design and for how serious games are introduced to improve their effectiveness. The proposed Phase 1 exploratory research seeks 1.) to articulate, explore, and collect normative data about the construct of gaming motivation profile (GMP) as an individual trait, 2.) to discover whether the way individuals play particular games is consistent with their GMP, 3.) to study what happens as far enacted play style and enjoyment when GMP is not available within a game. The proposed Phase 2 rresearch be a first step in examining the "so what" of GMP and serious gaming. Researchers will study how a learning game's and a brain game's intended outcomes (e.g., learning and brain training) are impacted when players' GMP (and therefore, their preferred play patterns) are or are not available in the game. The Phase 2 experiment will test the efficacy of manipulating regulatory fit (introducing task goals which are or are not consistent with the game) for improving the intended outcomes of a brain game and a learning game. Understanding the impact of GMP on serious gaming intended outcomes holds promise to inform serious game design and to better serve diverse audiences for serious games. It is reasonable to expect, based on large gender differences in the quantity and quality of gaming, that GMP will vary by gender, age, and other demographics, with implications for more universal serious game design.

当人们为了娱乐而玩游戏时，他们可以自由选择是否玩以及玩哪些游戏。所谓的“严肃游戏”采用玩家习惯于享受的媒体形式，作为学习，健康和说服等严肃目标的娱乐。一个严肃的游戏，而不是自愿的和有趣的，实际上可能是一个强制性的课堂作业，企业培训的必要组成部分，或规定的活动，以改善大脑健康。严肃的游戏可能不好玩。即使是对许多人来说很有趣的游戏（例如，《文明》系列游戏是有史以来最畅销的游戏之一，并被广泛用作教育游戏），可能不是“有趣的”、“吸引人的”、“激励人的”，或者任何其他可以用来描述学者或设计师为目标受众的不同子集使用游戏的基本原理的词语。动机是众所周知的是重要的学校学习，但动机严重的游戏还没有被研究。同样的，学习者对与学习相关的内在和外在奖励有不同的潜在亲和力，在这个项目中，玩家在他们的游戏体验中发展了独特的游戏动机亲和力和心态。玩家类型学将玩家分为成就者、探索者、社交者或杀手，但这些类型学只考虑自愿玩特定游戏或游戏类型。目前尚不清楚玩家是否容易和热情地接受不符合他们偏好的游戏动机的游戏，或者这种不匹配是否会干扰参与和学习。根据定义，严肃游戏依赖于玩家的娱乐游戏体验，但他们这样做并没有考虑不同的人为什么和如何玩娱乐游戏，也没有考虑这些个人终身游戏动机和体验差异对严肃游戏的影响。该项目将开发和测试游戏动机简介（GMP）的想法，与动机和心态理论平行。这个项目是有风险的，因为GMP可能根本不存在，或者不重要。这个项目是值得的，因为如果GMP确实调解了严肃游戏的影响，那么对于游戏设计以及如何引入严肃游戏以提高其有效性，将产生无数的影响。第一阶段探索性研究的目的是1。阐明，探索，并收集规范性数据的游戏动机配置文件（GMP）作为个人特质的结构，2。发现个人玩特定游戏的方式是否与他们的GMP一致，3。研究当GMP在游戏中不可用时，游戏风格和乐趣会发生什么。拟议的第二阶段研究是检查GMP和严肃游戏的“那又怎样”的第一步。研究人员将研究学习游戏和大脑游戏的预期结果（例如，当玩家的GMP（因此，他们的偏好的游戏模式）在游戏中可用或不可用时，学习和大脑训练）受到影响。第二阶段实验将测试操纵调节配合（引入与游戏一致或不一致的任务目标）对改善大脑游戏和学习游戏的预期结果的功效。了解GMP对严肃游戏预期结果的影响，有望为严肃游戏设计提供信息，并更好地为严肃游戏的不同受众提供服务。基于游戏数量和质量的巨大性别差异，可以合理地预期GMP将因性别，年龄和其他人口统计学而异，这对更普遍的严肃游戏设计产生了影响。