|
|
Design 2023
增强现实教育游戏中的数字支架设计研究
|
Abstract:
解决增强现实技术介入教育游戏后产生的学习效果不足问题。文章简析当前三类增强现实教育游戏的特征和不足，引出数字支架平衡游戏性和教育性的可能性，并分析现有数字支架下的游戏特征，得出数字支架与游戏融合的具体方式，构建符合支架原则的增强现实教育游戏设计策略。
To solve the problem of insufficient learning effect caused by the intervention of augmented reality technology in educational games, the article briefly analyzes the characteristics and shortcomings of the current three types of augmented reality educational games, introduces the possibility of balancing gameplay and education through digital scaffolding, and analyzes the game characteristics under existing digital scaffolding. Specific ways of integrating scaffolding and gaming are identified, and design strategies for augmented reality educational games that comply with scaffolding principles are proposed.
| [1] | 赵海兰, 祝智庭. 教育游戏的国际研究动向及其启示[J]. 中国电化教育, 2006(7): 73-76. |
| [2] | 钱音旋. AR技术在教育类游戏中的交互优势[J]. 大众文艺, 2021(19): 76-77. |
| [3] | 乔爱玲, 龚鑫, 韩涵. 形式差异的外部概念支架对学生游戏化学习心流和效果的影响[J]. 电化教育研究, 2021, 42(12): 86-92, 99. |
| [4] | Wu, H.K., Lee, S.W.Y., Chang, H.Y. and Liang, J.C. (2013) Current Status, Opportunities and Challenges of Augmented Reality in Education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024 |
| [5] | 陈向东, 曹杨璐. 移动增强现实教育游戏的开发——以“快乐寻宝”为例[J]. 现代教育技术, 2015, 25(4): 101-107. |
| [6] | 陈向东, 万悦. 增强现实教育游戏的开发与应用——以“泡泡星球”为例[J]. 中国电化教育, 2017(3): 24-30. |
| [7] | 张晨. 移动增强现实教育游戏的交互策略设计与应用——以奔跑吧, 学霸为例[D]: [硕士学位论文]. 西安: 西北大学, 2018. |
| [8] | Chiang, T.H., Yang, S.J. and Hwang, G.J. (2014) Students’ Online Interactive Patterns in Augmented Reality-Based Inquiry Activities. Computers & Education, 78, 97-108. https://doi.org/10.1016/j.compedu.2014.05.006 |
| [9] | Ibá？ez, M.B., Di Serio, á., Villarán, D. and Kloos, C.D. (2014) Ex-perimenting with Electromagnetism Using Augmented Reality: Impact on Flow Student Experience and Educational Effectiveness. Computers & Education, 71, 1-13.
https://doi.org/10.1016/j.compedu.2013.09.004 |
| [10] | Hsiao, K.F., Chen, N.S. and Huang, S.Y. (2012) Learning While Ex-ercising for Science Education in Augmented Reality among Adolescents. Interactive Learning Environments, 20, 331-349.
https://doi.org/10.1080/10494820.2010.486682 |
| [11] | Ygotsky, L.S.V. (1978) Mind in Society. Harvard University Press, Cambridge. |
| [12] | Papastergiou, M. (2009) Digital Game-Based Learning in High School Computer Science Education: Impact on Educational Effectiveness and Student Motivation. Computers & Education, 52, 1-12.
https://doi.org/10.1016/j.compedu.2008.06.004 |
| [13] | 刘兴波, 邱岑岑, 王广新. 任务强度差异支架对学生游戏化学习动机和沉浸感的影响[J]. 中国远程教育, 2020, 41(4): 50-57. |
| [14] | Fabricatore, C. (2000) Learning and Videogames: An Unexploited Synergy. 2000 Annual Convention of the Association for Educational Communications and Technology (AECT), Long Beach, 17 February 2000, 13-14. |
| [15] | Badiozaman, I.F.A., Segar, A.R. and Hii, J. (2022) A Pilot Evaluation of Technology—Enabled Active Learning through a Hybrid Augmented and Virtual Reality App. Innovations in Education and Teaching International, 59, 586-596.
https://doi.org/10.1080/14703297.2021.1899034 |
| [16] | Wood, D., Bruner, J. and Ross, G. (1976) The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17, 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x |
| [17] | 梁爱民. “可理解性输入”与“最近发展区”概念支架类型研究[J]. 济南大学学报(社会科学版), 2010, 20(4): 33-36. |
| [18] | Tsai, F.H., Kinzer, C., Hung, K.H., Chen, C.L.A. and Hsu, I.Y. (2013) The Importance and Use of Targeted Content Knowledge with Scaffolding Aid in Educational Simulation Games. Interactive Learning Environments, 21, 116-128.
https://doi.org/10.1080/10494820.2012.705852 |
| [19] | 丁颖. 基于具身认知的幼儿建构玩具设计研究[D]: [硕士学位论文]. 镇江: 江苏大学, 2022. |
| [20] | 周志平. 论程序性知及其教学[J]. 教育理论与实践, 2001, 21(4): 50-53. |
