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Game on: A qualitative case study on the effects of gamified curriculum design on student motivational learning habits.

机译：游戏：关于游戏化课程设计对学生动机学习习惯影响的定性案例研究。

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摘要

With an increased need for differentiation and more rigorous, authentic forms of education, Gamification has emerged as a paradigm for designing and implementing instruction in multiple disciplines (Gee, 2003). Gamification uses game attributes such as play, narrative, interactivity, and collaboration, in conjunction with motivational game elements such as awards, freedom to fail, tiered difficulty, and choice in order to motivate the "player" to complete tasks and engage in content. While game elements have been a part of advertising and education for decades, only recently have they become an area of interest for course design (Kapp, 2012). This qualitative case study sought to identify the effects of a Gamified English course on student Self-Determination, Self-Efficacy, and Self-Regulation, as well as understand student perceptions of learning in a Gamified environment. Students in a senior level English class were instructed using a Gamified curriculum for an entire school year and then interviewed and observed to gain insight into their dispositions towards Gamified learning in education. Additionally, assignmentcompletion data was collected from the course learning management system, "3D GameLab". Results found universal increases in Self-Efficacy, gains in Self- Determination among students with previously high and low motivation, and magnification of existing Self-Regulation habits for all students. Additionally, the students found overall positive perceptions specifically regarding personalized learning technologies. Gamification served to magnify existing learning habits, and empowered students to solve complex problems without direct instruction. Suggested follow-up research includes implementing Gamification systems with stronger narrative embedded into course design, and more varied subjects and grade levels.
机译：随着对差异化需求的增加以及更加严格，真实的教育形式，游戏化已成为设计和实施多学科教学的范例（Gee，2003年）。游戏化使用诸如玩法，叙述，互动和协作之类的游戏属性，以及诸如奖励，失败的自由，分层的难度和选择之类的激励性游戏元素，以激励“玩家”完成任务并参与内容。尽管游戏元素已经成为广告和教育的一部分，但直到最近才成为课程设计的关注领域（Kapp，2012年）。该定性案例研究旨在确定英语化课程对学生自我决定，自我效能和自我调节的影响，并了解学生在游戏化环境中的学习观念。指导高年级英语班学生在整个学年中使用游戏化课程，然后进行访谈和观察，以深入了解他们对教育中的游戏化学习的倾向。另外，从课程学习管理系统“ 3D GameLab”收集了作业完成数据。结果发现，自我效能普遍提高，以前有过高和过低动机的学生的自决能力得到提高，所有学生现有的自我调节习惯得到了扩大。此外，学生们发现总体上对个性化学习技术的积极看法。游戏化可以扩大现有的学习习惯，并使学生无需直接指导即可解决复杂的问题。建议的后续研究包括实施游戏化系统，将更强的叙述性嵌入课程设计中，以及更多不同的科目和年级。

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  • 作者

    Harrold, Daniel J.;

  • 作者单位

    Robert Morris University.;

  • 授予单位 Robert Morris University.;
  • 学科 Education Technology of.;Education Curriculum and Instruction.;Education Teacher Training.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 192 p.
  • 总页数 192
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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