Game object model version II: a theoretical framework for educational game development
Game object model version II: a theoretical framework for educational game development
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游戏对象模型第二版：教育游戏开发的理论框架
DOI：
10.1007/s11423-006-9001-x
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
A. Amory
中科院分区：
文献类型：
--
作者：
A. Amory
复杂的计算机和视频游戏可以提供一种基于适当理论概念的工具，以改变教育格局。在原有的游戏对象模型（GOM）的基础上，提出了一个新的更详细的模型，以支持教育计算机游戏的概念：相关性、探索性、情感性、吸引力和复杂的挑战性;支持真实的学习活动，这些学习活动被设计为叙事性的社会空间，学习者通过探索多种表征和反思而转变;具有性别包容性，包括非对抗性成果，并提供适当的榜样;通过计算机媒介通信工具支持的对话，发展民主和社会资本;包括挑战、难题或任务，这些构成了学习过程的核心，在学习过程中，获得显性知识、对话和反思导致了隐性知识的构建。有人认为，GOM第二版不仅可以用来支持教育电脑游戏的发展，但提供了一个机制，以评估在课堂上使用的电脑游戏。
Complex computer and video games may provide a vehicle, based on appropriate theoretical concepts, to transform the educational landscape. Building on the original game object model (GOM) a new more detailed model is developed to support concepts that educational computer games should: be relevant, explorative, emotive, engaging, and include complex challenges; support authentic learning activities that are designed as narrative social spaces where learners are transformed through exploration of multiple representation, and reflection; be gender-inclusive, include non-confrontational outcomes, and provide appropriate role models; develop democracy, and social capital through dialogue that is supported by means of computer mediated-communication tools; and include challenges, puzzles or quests, which form the core of the learning process, where access to explicit knowledge, conversations, and reflection results in the construction of tacit knowledge. It is argued that the GOM version II can be used not only to support the development of educational computer games but to provide a mechanism to evaluate the use of computer games in the classroom.