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首页> 外文会议>IFIP WG 5.7 Workshop on Experimental Interactive Learning in Industrial Management >Achieving Game Goals at All Costs? The Effect of Reward Structures on Tactics Employed in Educational Military Wargaming
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Achieving Game Goals at All Costs? The Effect of Reward Structures on Tactics Employed in Educational Military Wargaming

机译：在所有费用中实现游戏目标？奖励结构对教育军战策略的影响

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A key motive in using gaming for educational purposes is to enhance user motivation and involvement to the subject matter. Within military education, games have always been utilized as a means to think clearly about military operations. However, some research results have shown that gaming, regardless of what the game is supposed to portray, is a meaningful activity in itself, and this can distract the learner away from the educational objective. Playing the game, then, becomes similar to competition, such as in sports where the objective is to only win the game. The player directs actions to achieving game goals even though some actions are inappropriate from a learning perspective. To shed light on the discrepancy between playing a game to win and playing a game to learn, we conducted an experiment on cadets playing an educational wargame. By varying the conditions of the game, playing with or without points, while still in line with the learning objective, we were interested to see what impact it had on the tactics employed by cadets. The results showed that adding reward structures, such as points, changed the outcome of the game, that is, groups playing with points played the game more aggressively and utilized the military units more extensively. These findings suggest that changes in the game design, although educationally relevant, may distract learners to be more oriented towards a lusory attitude, in which achieving the game goals becomes players’ biggest concern.
机译：使用游戏的教育目的的关键动机是提高用户动机和参与主题。在军事教育中，游戏一直被用作清楚地思考军事行动的手段。然而，一些研究结果表明，无论游戏应该描绘的游戏如何，都是一个有意义的活动，这可以分散学习者远离教育目标的注意力。那么，玩游戏，那么，与竞争相似，例如在运动中的目标是只赢得游戏。即使某些行动从学习的角度来看，玩家也会指示达到游戏目标的行动。在玩游戏之间赢得游戏和玩游戏学习的差异，我们对演奏教育战士的学员进行了实验。通过改变游戏的条件，玩或没有积分，仍然符合学习目标，我们有兴趣了解其对学员们雇用的策略的影响。结果表明，添加奖励结构，如积分，改变了比赛的结果，即群体玩点的群体更积极地发挥了游戏，并更广泛地利用了军队单位。这些调查结果表明，游戏设计的变化虽然有关相关，但可能会分散学习者更为令人兴奋的态度，以实现游戏目标成为球员的最大问题。

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