孩子们会喜欢功能开放的游戏元素吗?

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
A. Lynn van der Schaaf, S. Caljouw, R. Withagen
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引用次数: 5

摘要

摘要本研究旨在确定游戏元素具有“开放功能”的程度,以及儿童是否被它们所吸引。建筑师van Eyck假设,具有开放功能的游戏元素会吸引玩耍的孩子,因为这些元素并不暗示某种类型的行为,因此可能会激发孩子的创造力。三个不同年龄组(5-6、7-8和11-12)的儿童 年龄)在跑酷游乐场中自由玩耍,跑酷游乐场由游戏元素组成,这些游戏元素本应在具有开放功能的程度上有所不同。基于父母对孩子在每一个元素上主要表现出什么动作的判断,我们得出结论,游戏元素在具有开放功能的程度上确实存在差异。然而,游戏行为表明,孩子们对具有开放功能的元素的吸引力较小。讨论了这些发现的含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Are Children Attracted to Play Elements with an Open Function?
Abstract The present study aimed to determine the degree to which play elements have an “open function”, and whether children are attracted to them. The architect van Eyck hypothesized that play elements with an open function attract playing children because such elements do not suggest a certain type of behavior and are, thus, likely to stimulate the children’s creativity. Children of three different age groups (5-6, 7-8, and 11-12 years of age) played freely in a Parkour playground that consists of play elements that were supposed to vary in the degree of having an open function. Based on the judgments of parents on what action children will mainly perform on each of the elements, we concluded that the play elements indeed differed in the degree of having an open function. The play behavior, however, revealed that the children were less attracted to elements with an open function. The implications of these findings are discussed.
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来源期刊
Ecological Psychology
Ecological Psychology PSYCHOLOGY, EXPERIMENTAL-
CiteScore
3.30
自引率
10.50%
发文量
8
期刊介绍: This unique journal publishes original articles that contribute to the understanding of psychological and behavioral processes as they occur within the ecological constraints of animal-environment systems. It focuses on problems of perception, action, cognition, communication, learning, development, and evolution in all species, to the extent that those problems derive from a consideration of whole animal-environment systems, rather than animals or their environments in isolation from each other. Significant contributions may come from such diverse fields as human experimental psychology, developmental/social psychology, animal behavior, human factors, fine arts, communication, computer science, philosophy, physical education and therapy, speech and hearing, and vision research.
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