【作 者】：
王春丽， 李东阁， 张焱娜， 肖 月， 陈仕琦
【关 键 词 】：
在线学习； 游戏化学习； 游戏化元素； 学习者； 偏好
【栏 目】：
学习环境与资源
【中文摘要】：
整合游戏化学习理念是解决在线学习动机难以维持的方法之一，但对于落实该理念载体的游戏化元素，目前的理论和实证探索还处于初步阶段。鉴于学习者心理需求对于游戏化元素的选取至关重要，研究试图从学习者对游戏化元素偏好的视角开展研究，进而为利用游戏化元素优化在线学习提供参考。通过文献探讨，总结了游戏化元素的三分类体系（动力类、机制类、组件类），并设计了三维度偏好指标（有趣性、重要性、有用性）。对在线学习者的调查发现：（1）在线课程中只涉及部分游戏化元素，属于轻游戏化；（2）学习者对三类游戏化元素在整体偏好上没有差异；（3）学习者对三类游戏化元素在具体偏好指标上有所差异，对动力类元素偏好其重要性，对机制类元素偏好其重要性和有用性，对组件类元素偏好其有趣性；（4）对游戏化学习的态度会积极影响在线学习动机。基于上述结果，研究就如何针对不同学习需求选取适当的游戏化元素提出了相应建议。
【英文摘要】：
Integrating the concept of gamification in learning is one way to address the difficulty of sustaining the motivation in online learning, but the theoretical and empirical exploration of the gamification elements, the vehicle of implementing that concept, is still in the preliminary stage. Given that learners' psychological needs are crucial to the selection of gamification elements, this study attempts to conduct research from the perspective of learners' preferences for gamification elements, which in turn informs the use of gamification to optimize online learning. Through literature review, three types of gamification elements (dynamics, mechanics, components) are summarized and a three-dimensional preference index (fun, importance and usefulness) is designed. The survey of online learners shows that (1) only some gamification elements are involved in online courses, which is lightly gamified. (2) There is no difference in learners' overall preference for the three types of gamification elements. (3) Learners differ in their specific preference indicators for the three types of gamification elements, preferring the importance of dynamic elements, the importance and usefulness of mechanistic elements, and the fun of component elements. (4) Attitudes towards gamification in learning have a positive impact on online learning motivation. Based on those results, the study puts forward corresponding suggestions on how to select appropriate gamification elements for different learning needs.