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首页> 外文期刊>Computers & education >The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment
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The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment

机译：原子能机构效应：学生署在基于比赛的学习，情感和解决问题的行为的影响

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摘要

Game-based learning environments are designed to foster high levels of student engagement and motivation during learning of complex topics. Game-based learning environments allow students freedom to navigate a space to interact with game elements that foster learning, i.e., agency. Agency has been studied in learning, and it has been demonstrated that increased student agency results in greater learning outcomes. However, it is unclear what is the level of agency that is required to demonstrate this effect, and whether this effect applies only to learning or to problem solving and affect during game-based learning as well. To investigate how the level of student agency impacts learning, problem solving, and affect, a study was conducted with 138 college students interacting with a game-based learning environment for microbiology, Crystal Island. This study is an extension of a previous study that examined the impact of agency on learning and problem-solving behaviors during game-based learning with Crystal Island. Students were randomly assigned to either a High Agency condition, a Low Agency condition, or a No Agency condition. It was found that students in the Low Agency condition achieved significantly higher normalized learning gain scores than students in the No Agency condition, and marginally higher normalized learning gains than the High Agency condition. Post-surveys of interest and presence indicated that students in the No Agency condition were less interested, and perceived themselves as less present in the virtual environment, than students in the other conditions. Students in the No Agency condition also experienced less frustration, confusion, and joy than the other agency conditions, indicating a less cognitively stimulating experience. Overall the results indicate that a moderate degree of agency provided to students in game-based learning environments leads to better learning outcomes without sacrificing interest and without yielding a negative emotional experience, demonstrating how even low levels of agency can positively impact learning, problem solving, and affect during game-based learning.
机译：基于游戏的学习环境旨在培养在学习复杂主题期间的高度学生参与和动机。基于游戏的学习环境允许学生自由导航与培养学习的游戏元素进行互动，即代理商。已经在学习中学过的代理商，已经证明了学生会增加的学生代理导致更大的学习成果。但是，目前尚不清楚展示这种效果所需的机构水平，以及这种效果是否仅适用于学习或在基于比赛的学习期间解决和影响问题。为了调查学生机构的程度影响学习，问题解决和影响，有138名大学生与基于比赛的微生物学的学习环境进行了一项研究，进行了一项研究。本研究是一项前一项研究的延伸，该研究审查了机构在基于山脉的学习期间对学习和解决问题的行为的影响。学生随机分配到高代理条件，低代理条件，或者没有代理条件。有人发现，低机构状况的学生比没有代理条件的学生实现明显更高的归一化学习获得得分，并且比高代理条件略高的正常学习涨幅。兴趣和存在的后调查表明，没有机构条件的学生不太感兴趣，并且在虚拟环境中令人难以置信，而不是其他条件的学生。没有代理的学生也经历了比其他机构条件更少的挫折感，混乱和喜悦，表明令人认知的经验较少。总的来说，结果表明，基于比赛的学习环境中的学生提供了适度的机构，导致更好地学习结果而不牺牲兴趣，而不会产生负面的情感经验，证明了甚至低水平的机构可以积极影响学习，解决问题，解决问题基于比赛学习期间的影响。

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