利用认识论网络分析法研究不同的幻想情境如何影响网络游戏化课堂学生的行为参与度

IF 3.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Shurui Bai, K. Hew
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引用次数: 0

摘要

目的虽然已有许多研究对游戏化进行了探讨,但游戏化对学生内在动机和行为参与的影响仍然模糊不清。本研究旨在通过调查外源幻想和内源幻想对游戏化、全在线课程中学生内在学习动机、行为和学习感知的影响来弥补这一不足。内在动机通过调查进行评估,而行为参与则通过在线跟踪数据进行为期 10 周的跟踪。半结构式访谈收集了学生对学习感知的见解。研究结果观察到的行为数据表明,内源幻想环境中的内在动机水平明显更高。内源组更多地参与任务前分析和任务后反思,而外源组则更多地关注测验工作和任务后反思。将内源性幻想融入课程可以提高学生的内在动力、行为参与度和自我认同感。强烈建议采用第一人称视角,让学生扮演虚拟角色。使用交互式多媒体可以极大地丰富幻想环境,从而带来更加身临其境和引人入胜的学习体验。此外,该研究还利用认识网络分析来评估和比较两种幻想环境中学习任务参与的复杂网络,这一点也很突出。通过分析这些参与模式,研究人员可以更深刻地了解每种幻想环境是如何影响学生参与的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using epistemic network analysis to examine how different fantasy contexts affect online gamified class students’ behavioral engagement
Purpose Although numerous studies have explored gamification, its effects on student intrinsic motivation and behavioral engagement remain ambiguous. This study aims to address this gap by investigating the impacts of exogenous and endogenous fantasies on students’ intrinsic motivation, behaviors and perception of learning in gamified, fully online courses. Design/methodology/approach Using a quasi-experimental design and mixed methods, this study involved two groups of postgraduate students: exogenous fantasy group (N = 23) and endogenous fantasy group (N = 23). Intrinsic motivation was assessed through surveys, while behavioral engagement was tracked over 10 weeks using online trace data. Semi-structured interviews gathered student insights on learning perceptions. The patterns of behavioral engagement in both fantasy groups were analyzed using epistemic network analysis. Findings Observed behavioral data indicated a significantly higher level of intrinsic motivation in the endogenous fantasy setting. The endogenous group was more engaged in pre-task analysis and post-task reflection, while the exogenous group focused more on quiz work and post-task reflection. Participants in the endogenous fantasy setting also reported increased cognitive engagement and a strong identification with their fictional characters. Practical implications Integrating endogenous fantasy into the curriculum can boost students’ intrinsic motivation, behavioral engagement and self-identification. Adopting a first-person perspective that allows students to embody the role of a virtual character is highly recommended. The use of interactive multimedia can greatly enrich the fantasy environment, resulting in a more immersive and engaging learning experience. Originality/value The study provides valuable insights into the impact of endogenous and exogenous fantasies on intrinsic motivation and behavioral engagement. It also stands out for its use of epistemic network analysis to assess and compare complex networks of learning task participation in two fantasy settings. Through analyzing these engagement patterns, researchers can obtain a more profound understanding of how each fantasy environment influences student engagement.
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来源期刊
Interactive Technology and Smart Education
Interactive Technology and Smart Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
12.00
自引率
2.30%
发文量
30
期刊介绍: Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.
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