真人模拟游戏中的学习过程:个性、动机、沉浸感和心流对模拟游戏学习结果的影响

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anna K. Preuß
{"title":"真人模拟游戏中的学习过程:个性、动机、沉浸感和心流对模拟游戏学习结果的影响","authors":"Anna K. Preuß","doi":"10.1177/10468781211049822","DOIUrl":null,"url":null,"abstract":"Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998), this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM (Starker & Imhof, 2014). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.","PeriodicalId":47521,"journal":{"name":"SIMULATION & GAMING","volume":"52 1","pages":"775 - 795"},"PeriodicalIF":1.5000,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.\",\"authors\":\"Anna K. Preuß\",\"doi\":\"10.1177/10468781211049822\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998), this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM (Starker & Imhof, 2014). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.\",\"PeriodicalId\":47521,\"journal\":{\"name\":\"SIMULATION & GAMING\",\"volume\":\"52 1\",\"pages\":\"775 - 795\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2021-11-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SIMULATION & GAMING\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/10468781211049822\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SIMULATION & GAMING","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10468781211049822","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

背景在Vollmeyer和Rheinberg(1998)提出的认知动机过程模型的背景下,本研究调查了人格特质如何结合特定情况(真人模拟游戏的长短版)、当前动机,沉浸和流动(中介)预测模拟游戏《教室里的日常生活》中的学习结果(Starker&Imhof,2014)。方法138名师生玩短2小时版模拟游戏,77名师生玩长2天版模拟游戏。认知需求、当前动机、沉浸感、流动性和学习结果通过自我报告问卷进行测量。结果采用层次回归分析来确定预测变量(认知需求、当前动机、沉浸感和流量)对自我评估学习结果的影响。对于2小时组,预测变量兴趣、挑战和沉浸感(分量表:参与度)对自我报告的学习结果有显著的正向影响。对于2天组,重要的预测因素是认知、兴趣和沉浸感的需求(分量表:全神贯注)。与两个游戏版本相比,玩两天版本的学生表现出更高的参与度、专注度和学习效果。结论学习的认知动机过程模型得到了一定的支持:兴趣和沉浸感可以预测真人模拟游戏的学习结果。延长的2天版本的游戏带来了更高的沉浸感和更高的学习结果,这表明更长的时间框架确保了模拟游戏对学习结果的预期效果。进一步的研究需要阐明人格特征和沉浸感之间的相互作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.
Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998), this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM (Starker & Imhof, 2014). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
SIMULATION & GAMING
SIMULATION & GAMING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
5.00%
发文量
35
期刊介绍: Simulation & Gaming: An International Journal of Theory, Practice and Research contains articles examining academic and applied issues in the expanding fields of simulation, computerized simulation, gaming, modeling, play, role-play, debriefing, game design, experiential learning, and related methodologies. The broad scope and interdisciplinary nature of Simulation & Gaming are demonstrated by the wide variety of interests and disciplines of its readers, contributors, and editorial board members. Areas include: sociology, decision making, psychology, language training, cognition, learning theory, management, educational technologies, negotiation, peace and conflict studies, economics, international studies, research methodology.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信