历史制度学术研究中的数字游戏学习:电子游戏网络文本学习模式的理论与实践

Dmitry A. Belyaev, Ulyana P. Belyaeva
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引用次数: 1

摘要

介绍。历史的普遍性和国家重要性与制度和学术研究的惯性方法不一致,这种方法往往不适合现代媒体文化。这需要更新教育历史实践,整合大众媒体文本,以增加对历史知识的兴趣,并提供新的修辞方式。本文的目的是对数字游戏学习在历史教育中的应用进行全面、比较的分析。材料与方法。在理论和方法上,本文借鉴了“程序修辞学”、“网络文本”和“模拟修辞学”等概念,以及文化文物叙事研究方法、比较分析和分类方法。实践部分运用了M. Prensky提出的基于数字游戏的学习策略的方法论原则、R. Stacke的定性案例研究方法和S. Freitas的媒介现象学教育原则。Freitas。一套定量和定性的方法也被用于调查学习动机的水平和比较学习成绩。结果。所进行的研究表明,在DGBL实践的框架内,电子游戏的叙事和游戏内容代表了一种特殊的交互式网络文本,可以传播新知识并在程序上形成多种能力。根据电子游戏中历史信息的实现类型,它们主要分为三种类型:概念性、叙事性和审美性。所得结果的动态表明,DGBL方法的使用使历史研究的兴趣程度平均提高了36%。绝大多数学生(83-86%)认为使用DGBL方法的历史课对他们有用。与此同时,教师和学生家长对使用DGBL方法的不信任程度相当高(约50%)。结论。基于研究结果,我们确定电子游戏可以作为具有创新媒介节奏工具的教育网络文本而合法化。我们的实验表明,在制度-学术历史研究系统中使用叙事相关的视频游戏显著提高了学生的学习动机,使他们能够更好地理解和探索历史发展作为一个多因素和多模式过程的本质。然而,考虑到在实施DGBL中所发现的困难和问题,得出的结论是,这种方法应首先扩展到可选的教育实践和学生的独立工作领域。同时,为了达到积极的教育效果,熟悉特定的电子游戏应该有额外的教育和方法支持,这一点很重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital Game Based Learning in the institutional-academic study of history: theory and practice of learning modality of video game cybertexts
Introduction. The universal and state importance of history is dissonant with the inertial methods of its institutional and academic study, which are often inadequate to modern media culture. This requires updating educational historical practices, integrating popular media texts that can increase interest in historical knowledge and offer new rhetorical modalities. The purpose of the article is a comprehensive, comparative-oriented analytics of the use of Digital Game Based Learning in history education. Materials and Methods. Theoretically and methodologically, the work draws on the concepts of "procedural rhetoric", "cybertext," and "rhetoric of simulations," as well as the method of narrative research of cultural artifacts, comparative analysis, and classification approach. The practical part utilizes the methodological principles of Digital Game Based Learning strategy formulated by M. Prensky, the qualitative-case study approach of R. Stacke and the media-phenomenological educational principle of S. Freitas. Freitas. A set of quantitative and qualitative methods are also applied to investigate the level of motivation in learning and to compare academic performance. Results. The conducted research revealed that within the framework of DGBL practices video games, their narrative and gameplay content, represent a special interactive cybertext that transmits new knowledge and procedurally forms multiple competencies. According to the type of realization of historical information in video games, they are divided into three main types: conceptual, narrative and aesthetic. The dynamics of the obtained results indicate that the use of DGBL methodology increased on average by 36% the degree of interest in the study of history. The vast majority of students (83-86%) found history classes using the DGBL methodology useful for them. At the same time, a rather high (about 50%) degree of distrust in using the DGBL method was found among teachers and parents of students. Conclusion. Based on the results of the study, it was determined that video games can be legitimized as educational cybertexts with innovative mediarrhythmic tools. Our experiment demonstrated that the use of narratively relevant video games in the system of institutional-academic study of history markedly increases students' motivation and allows them to better understand and explore the essence of historical development as a multifactorial and multimodal process. However, taking into account the identified difficulties and problems in the implementation of DGBL, it is concluded that this method should be extended, first of all, to optional educational practices and the sphere of independent work of students. At the same time, in order to achieve a positive educational effect, it is important that familiarization with a particular video game should have additional educational and methodological support.
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Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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