Conceptual model of game aesthetics for perceived learning in narrative games

Juliana A. Abubakar, Mohd. Khairie Ahmad, A. Zulkifli, Abdul Syafiq Bahrin
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引用次数: 6

Abstract

Narrative games may offer reasoning on players' behavior or make-believe on players' personation as a pursuit to achieve specific goals. One of the goals is probably the intention to instill learning, which subconsciously provide information on the content of the game. However, there is lack of empirical evidence on game aesthetics for player's perceived learning. By means of expert review, this article reports on conceptual model of game aesthetics towards perceived learning and the degree of importance of each attributes in perceived learning. Findings reveal that all experts agreed on the relationship between game aesthetics and perceived learning. However, expert recommends three other conditions that may contribute to learning: player's motivation, learning content, and game splay. Future work will continue to design and develop the game prototype and to investigate the relationship between game aesthetics and perceived learning.
叙事游戏中感知学习的游戏美学概念模型
叙事游戏可能会对玩家的行为进行推理,或者虚构玩家的角色,以达到特定的目标。其中一个目标可能是灌输学习的意图,即潜意识地提供有关游戏内容的信息。然而,关于游戏美学对玩家感知学习的影响却缺乏经验证据。本文采用专家评析的方法,阐述了游戏美学对感知学习的概念模型,以及感知学习中各属性的重要程度。研究结果显示,所有专家都认同游戏美学与感知学习之间的关系。然而,专家推荐了其他三个可能有助于学习的条件:玩家的动机,学习内容和游戏展示。未来的工作将继续设计和开发游戏原型,并研究游戏美学和感知学习之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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