【作 者】：
王崟羽，王 雪
【关 键 词 】：
游戏化学习； 游戏经验； 大理论视角； 学习动机； 影响机制
【栏 目】：
学习环境与资源
【中文摘要】：
学习者游戏经验差异是影响游戏化学习动机、体验与效果的重要因素，但其机制尚不明确，且未形成针对游戏经验差异的游戏化学习对策。鉴于此，研究基于大理论视角，构建游戏经验差异对游戏化学习的影响机制假设模型，并招募具有高、低游戏经验的大学生被试各25名，借助眼动仪与问卷采集被试游戏化学习时的视觉认知、学习动机、学习体验与学习效果数据，分析游戏经验差异对游戏化学习的影响并验证假设模型。结果表明：高游戏经验学习者内部动机、积极情绪与学习效果都相对更高，而低游戏经验学习者仅外部动机较高；游戏经验差异影响游戏化学习的机制表现为高游戏经验学习者能够通过降低外部动机、提高内部动机和积极情绪来提高学习效果，还能通过积极情绪体验获得高水平心流体验、感知成就与学习满意度。研究提出四条针对不同游戏经验学习者的游戏化学习设计对策：促成“外驱”向“内驱”转化、推动游戏化学习“挑战”与学习者“技能”高度匹配、诱发“积极情绪”以促进游戏化学习认知加工、巧用“游戏元素与机制”改善游戏化学习行为。
【英文摘要】：
Learners' game experience difference is an important factor affecting the motivation, experience and effect of gamified learning, but its mechanism is still unclear, and no gamified learning strategy has been formed to address the game experience difference. In view of this, based on grand theory, this study built a hypothesis model of the influence mechanism of game experience differences on gamified learning. 25 college students with high and low game experience were recruited, and the data of visual cognition, learning motivation, learning experience and learning effect of gamified learning were collected with the help of eye tracker and questionnaire. The effect of game experience differences on gamified learning was analyzed and the hypothesis model was verified. The results show that learners with high game experience have higher internal motivation, positive emotions and learning effects, while learners with low game experience only have higher external motivation. The mechanism by which the game experience difference affects gamified learning is demonstrated that learners with high game experience can improve learning effects by decreasing external motivation, increasing internal motivation and positive emotions, as well as obtaining high levels of mind-flow experience, perceived achievement and learning satisfaction through positive emotional experience. Finally, four strategies for gamified learning design for learners with different game experiences are proposed: facilitating the transformation of "external drive" to "internal drive", promoting the high match between "challenge" of gamified learning and the "skills" of learners, inducing "positive emotions" to promote cognitive processing of gamified learning, and skillfully using "game elements and mechanisms" to improve gamified learning behaviors.