{"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":null,"pages":null},"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\":null,\"pages\":null},\"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}
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.
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.