Valentin Leonhard Engstler*, and , Annette Marohn,
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引用次数: 0
摘要
关于如何设计一款同时利用动机优势和产生学习结果的教育逃脱游戏,人们知之甚少。研究项目chemical [esc]ape通过设计和调查一个完全数字化的教育逃脱游戏(EEG)来填补这一研究空白,向学生介绍原电金属系列。在整个迭代设计过程中──包括130多名学生的反复测试──特定的设计元素被纳入其中,在促进学习目标的同时,创造出令人愉快的密室逃生体验。最终设计的有效性通过对23名15岁和16岁的学生进行前测试/后测试和赛后调查来评估。结果显示,内容知识的显著增加具有很高的效果(p < 0.001, r = 0.792),报告的享受水平也很高。评估结果表明,若干特征设计元素(游戏邦注:如首要目标或解决各种谜题)对游戏体验至关重要。然而,并不是所有的设计元素,比如叙述,都在《化学猿人》中扮演着重要的角色。这些发现为在化学教育中有效平衡动机和学习的脑电图设计提供了见解。(游戏链接:https://nawikonzepte.uni-muenster.de/chemicalescape)。
Designing Effective Educational Escape Games: Results from the Design-Based Research Project chemical [esc]ape
Little is known about how to design an educational escape game that simultaneously exploits motivational advantages and generates a learning outcome. The research project chemical [esc]ape fills this research gap by designing and investigating an entirely digital educational escape game (EEG) to introduce the galvanic metal series to students. Throughout an iterative design process─including repeated testing with more than 130 students─specific design elements were incorporated to create an enjoyable escape room experience while facilitating a learning goal. The effectiveness of the final design was evaluated using pre-tests/post-tests and a post-game survey of 23 students aged 15 and 16. The results revealed both a significant increase in content knowledge with a high effect (p < 0.001, r = 0.792) and a high level of reported enjoyment. The results of the evaluation indicated that several characteristic design elements, e.g., the overarching goal or solving various puzzles, are crucial to the gaming experience. However, not all the design elements, such as the narrative, played an essential role in chemical [esc]ape. These findings offer insights into the design of EEGs that effectively balance motivation and learning in chemical education. (Link to the game: https://nawikonzepte.uni-muenster.de/chemicalescape).
期刊介绍:
The Journal of Chemical Education is the official journal of the Division of Chemical Education of the American Chemical Society, co-published with the American Chemical Society Publications Division. Launched in 1924, the Journal of Chemical Education is the world’s premier chemical education journal. The Journal publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.