2.Literature review
2.1.Motivation
There seems to be a stark contrast between students’ motivation to do the work required in-school and other settings and their motivation to do the work required to win a video game. While many would identify the content of the games as the reason for elevated motivation,others would argue that it is actually the process of game play which is more engaging to the students(Prensky,2002). Csikszentmihalyi(1978) develveloped a theory of motivation known as ‘‘flow,” which has since been applied to engagement in videogames(e.g. Bowman,1982;Choi&Kim,2004;Voiskounsky,Mitina,&Avetisova, 2004).According to this theory, flow may occur when a person is engaged in an activity that has clear goals,provides clear feedback, and when the balance between the person’s skills and the level of challenge are such that the person is able to completely focus on the task at hand(Csikszentmihalyi,1997). In this state, people may experience a unique sense of purpose and may become so engaged in the activity that they are less aware of the passage of time.
2.Literature審查
2.1.Motivation
似乎有一個鮮明的對比學生的學習動機需要做的工作，在校生和其他設置和他們的動機需要做的工作贏得了視頻遊戲。雖然許多人會確定內容的遊戲，高架動機的原因，其他人則認為，它實際上是玩遊戲的過程更重要的是參與的學生（Prensky，2002）。森特米哈伊（1978）develveloped理論的動機稱為 ''流“，它已經被應用到參與的電子遊戲（如鮑曼，1982;彩及金，2004年; Voiskounsky，Mitina，＆Avetisova，2004）。根據這一理論，流可能會發生當一個人從事一種有明確的目標，提供了清晰的反饋，當平衡的人的技能和水平的挑戰是這樣的人能夠完全專注於手頭的工作（森特米哈伊， 1997年）。在這種狀態下，人們可能會遇到獨特感的目的，並可能成為這樣的活動，從事他們不太了解的通過時間。
At first,structural aspects of games,such as graphics,music,and interesting surprises,were studied to account for high motivation in players. More recently, and as flow theory has become connected with video game play,internally-based reasons for motivation are being considered in more depth. Ryan,Rigby,and Przybylski(2006) concluded that motivation for playing video games is primarily psychological, with enjoyment stemming from such features as autonomy and competence in game play. When games are designed to respond to the player it increases their ability to attract the player within the first few minutes, thus elevating motivation to continue and learn the game(Buchanan,2007). Capturing students’ attention and interest and keeping them engaged is not always the primary goal of the classroom teacher, while it is of primary importance to the video game designer(Prensky,2002).
起初，結構方面的遊戲，如圖形，音樂和有趣的驚喜，進行了研究，佔高動機的玩家。最近，作為流動理論已成為連接與視頻遊戲，內部動機的原因正在審議更加深入。瑞安，裡格比和Przybylski（2006）認為，動機主要是玩電子遊戲的心理，帶著快樂緣於等特點，在自主性和能力的遊戲。當遊戲的目的是響應球員提高了他們的能力，以吸引玩家的最初幾分鐘內，從而提升動力繼續學習的遊戲（布坎南，2007）。捕捉學生的注意力和興趣，讓他們從事的主要目標並不總是在教室的老師，而這是最重要的遊戲設計師（Prensky，2002）。
In examining motivation in playing specifically sports-related video games, Kimand Ross(2006) identified seven dimensions involved in participants’ game play motivation:knowledge, application, identification with sport, fantasy, competition, entertainment, social interaction, and diversion. These dimensions also correspond with several of those identified for the current study. All of these dimensions are more closely related to psychological and cognitive factors than to specific game design.
在研究中發揮特別的動機與體育有關的視頻遊戲，Kimand羅斯（2006年）確定的七個方面參與了參與者的遊戲動機：知識，應用，鑑定與體育，幻想，競爭，娛樂，社交互動和轉移。這些方面也與幾個這些確定了這項研究。所有這些方面都更密切相關的心理和認知因素，而不是具體的遊戲設計。
One possible problem with approaching motivation from either the perspective of game structure or that of psychological motivation is the possibility that games must be designed in such a way as to elicit these feelings and responses from the player, thus involving both game design and intrinsic motivation. Gackenbach(2007),however, examined this possibility and did not find any relationship between structural characteristics of games and the experience of psychological flow during game play, suggesting that motivation may be possible for all types of video games.
In this study,the focus is on children’s own perceptions of their
motivations for playing video games. While the psychological underpinnings of motivation in video game play have been studied a great deal, there have been few investigations of children’s own perceptions and thoughts about why they play video games.
一個可能的動機問題，無論是從臨近的角度，遊戲結構或那樣的心理動機是，這個遊戲的設計必須以這樣一種方式，以引起這些感受和反應的球員，因此同時涉及遊戲設計和內在動機。Gackenbach（2007年），但是，研究這種可能性，並沒有發現任何結構特徵之間的關係和經驗的遊戲心理流在遊戲中，這表明可能的動機可能是對所有類型的視頻遊戲。
在這項研究中，重點是在兒童自身的看法
玩電子遊戲的動機。雖然心理基礎的動機在視頻遊戲已被研究了很多，很少有過調查的兒童自身的認識與思考為什麼他們玩視頻遊戲。
2011年4月26日 星期二
2011年4月21日 星期四
2011/4/22 Paper閱讀摘錄
這是第二篇閱讀的paper，雖然只有幾頁也得花不少時間：
Children’s choices and strategies in video game
Karla R. Hamlen
兒童在遊戲中的的選擇與策略
Department of Curriculum & Foundations, Cleveland State University, 2485 Euclid Ave., Cleveland, OH, USA
It is important to develop an understanding of children’s engagement and choices in learning experience outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classfied as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated signifcant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game.
There were also several gender differences in learning preferences.
重要的是要建立一個了解孩子的接觸和選擇，在學校以外的學習經驗，因為這已影響他們的發展方向和其他的學習環境。這種混合方法的研究流派之間的關係，探討電子遊戲的孩子選擇和發揮他們的學習策略運用，以改善這些遊戲。它還探討學生選擇玩這個遊戲的動機。其中118名四，五年級學生參加了這項研究。量化分析了學生的反應導致了模型的分類動機遊戲選擇。兒童主要舉出的理由，可以進行分類的心理或認知原因選擇播玩某些視頻遊戲，其動機和思維的挑戰需要在遊戲。分析採用卡方檢驗的關聯之間的關係表現出顯著性的視頻遊戲類型和學習策略用於兩種學習策略的六個性（P“0.05）。孩子們玩遊戲的動作更可能使用的重複學習孩子們玩遊戲和冒險遊戲更有可能使用他們的想像力，承擔的角色的性格在遊戲和思考的方式作出決定的字符會在遊戲中。
也有幾個學習偏好的性別差異。
1. Introduction
Children engage in learning processes in several different contexts. The context most often studied is the classroom, during formal school learning. Children are, however, also engaged in learning outside of school during informal interactions and play.As the in-school and out-of-school learning contexts become increasingly disparate and as many children are increasingly becoming emotionally disengaged from school, it is important to understand the choices children make and the informal learning experiences in which they choose take part outside of school.Several researchers have come to view entertainment video games as learning experiences that offer excellent educational design with challenge, motivation, and learning principles that may even be used to improve formal educational approaches (Gee,2003; Gentile & Gentile, 2008; Sanford & Madill, 2007; Squire,2006). Like formal educational experiences, video games are designed in such a way that practice and work are required to win.The practice and work can be as simple as learning the required button combinations, or can take the form of assessing problems and developing and testing various solutions (Dickey, 2006). Unlike formal schooling, however, children choose to engage in video games.While there are many ‘‘educational” video gamesmarket these are not the games children tend to prefer (Facer, 2003; Kerawalla & Crook, 2002; Kinzie & Joseph, 2008). Thus, two steps toward understanding the informal learning experience of video game play are (1) to recognize why children choose to play the particular games that they play, and (2) to investigate the strategies children choose to employ when learning to play new video games,and determine whether these learning preferences are related to
other factors such as gender, the type of video game they are playing, and how experienced they are with video games.This study explored the motivation behind and practices of upper elementary school students’ gaming choices. First the researcher conducted a descriptive statistical analysis of the participants’ video game play habits, followed by an exploration of possible relationships between the types of video games played and the strategies children use to learn those games. Next, gender differences were explored: gender differences in the relationships between genre and strategy, and a comparison of strategies used based on gender and based on time spent playing video games. Finally, children’s motivations for choosing particular games wer investigated. A motivation matrix was created based on children’s written responses to why they choose the games they choose. This matrix was used to determine the most frequently cited types of reasons children choose the video games they choose to play most often. Understanding children’s preferences and strategy choices in video games may help researchers to gain further understanding of children’s preferred learning strategies and problem solving approaches in other contexts.
1。簡介
從事兒童在學習過程中幾個不同的背景。上下文通常研究的是課堂上，在正規的學校學習。孩子們，但是，也從事校外學習在非正式的相互作用和play.As在校生和外的學校學習環境變得越來越分散和盡可能多的兒童正日益成為感情上脫離了學校，重要的是要了解孩子們做的選擇和非正式的學習經驗，而他們選擇參加的研究人員以外的school.Several前來觀娛樂視頻遊戲，學習經驗，提供良好的教育設計與挑戰，激勵和學習原則，甚至被用作改善正規教育的方法（哎呀，2003;詹蒂萊和詹蒂萊，2008;桑福德＆馬迪爾，2007;誇爾，2006）。像正規教育的經驗，視頻遊戲設計了這樣一種方式，實踐和工作需要win.The實踐和工作可以這麼簡單，需要學習的按鍵組合，或者可以採取的形式問題，並評估各種開發和測試解決方案（迪基，2006）。不像正規學校教育，但是，孩子們選擇從事視頻 games.While有許多 ''教育“視頻 遊戲市場這些都不是遊戲的孩子往往喜歡（瓦楞機，2003; Kerawalla和克魯克，2002;坎齊和約瑟夫，2008年） 。因此，兩個步驟對理解非正式學習經驗的視頻遊戲是：（1）認識到為什麼孩子選擇玩遊戲，特別是他們玩，（2）調查的策略時，孩子選擇學習聘請新的視頻播放遊戲，並確定是否這些都與學習偏好 。其他因素，如性別，類型，他們在玩視頻遊戲，以及他們與有經驗的研究，探討了視頻 games.This背後的動機和做法上小學的學生'的遊戲選擇。首先，研究人員進行了描述性統計分析，參加者的視頻遊戲的習慣，其次是一個探索的可能的關係類型之間的視頻遊戲玩耍，兒童使用的策略學習這些遊戲。接下來，性別差異進行了探索：性別差異之間的關係類型和策略，並比較採用基於策略和基於性別的時間玩視頻遊戲。最後，孩子們的動機選擇特定的遊戲疫情週報調查。一個動機矩陣基礎上建立兒童的書面答复，為什麼他們選擇他們的遊戲選擇。這個矩陣被用來確定最經常提到的原因，孩子選擇類型的電子遊戲，他們選擇打的次數最多。了解孩子的喜好和戰略選擇，在視頻遊戲可能幫助研究人員獲得進一步了解兒童喜歡的學習策略和解決問題的辦法在其他方面。
Children’s choices and strategies in video game
Karla R. Hamlen
兒童在遊戲中的的選擇與策略
Department of Curriculum & Foundations, Cleveland State University, 2485 Euclid Ave., Cleveland, OH, USA
It is important to develop an understanding of children’s engagement and choices in learning experience outside of school as this has implications for their development and orientations to other learning environments. This mixed-methods study examines relationships between the genres of video games children choose to play and the learning strategies they employ to improve at these games. It also explores students’ motivations for playing the games they choose to play. One hundred eighteen fourth and fifth-grade students participated in this study. Qualitative analyses of student responses resulted in a model for classifying motivation for game choices. Children primarily cite reasons that can be classfied as psychological or cognitive reasons for choosing to play certain video games, and are motivated by the challenge and thinking required in the games. Analyses using Chi-square tests of association demonstrated signifcant relationships between video game genre and learning strategy used for two of the six learning strategies (p < .05). Children playing action games are more likely to use repetition to learn the game and children playing adventure games are more likely to use their imaginations to take on the role of the character in the game and think the way the character would to make decisions in the game.
There were also several gender differences in learning preferences.
重要的是要建立一個了解孩子的接觸和選擇，在學校以外的學習經驗，因為這已影響他們的發展方向和其他的學習環境。這種混合方法的研究流派之間的關係，探討電子遊戲的孩子選擇和發揮他們的學習策略運用，以改善這些遊戲。它還探討學生選擇玩這個遊戲的動機。其中118名四，五年級學生參加了這項研究。量化分析了學生的反應導致了模型的分類動機遊戲選擇。兒童主要舉出的理由，可以進行分類的心理或認知原因選擇播玩某些視頻遊戲，其動機和思維的挑戰需要在遊戲。分析採用卡方檢驗的關聯之間的關係表現出顯著性的視頻遊戲類型和學習策略用於兩種學習策略的六個性（P“0.05）。孩子們玩遊戲的動作更可能使用的重複學習孩子們玩遊戲和冒險遊戲更有可能使用他們的想像力，承擔的角色的性格在遊戲和思考的方式作出決定的字符會在遊戲中。
也有幾個學習偏好的性別差異。
1. Introduction
Children engage in learning processes in several different contexts. The context most often studied is the classroom, during formal school learning. Children are, however, also engaged in learning outside of school during informal interactions and play.As the in-school and out-of-school learning contexts become increasingly disparate and as many children are increasingly becoming emotionally disengaged from school, it is important to understand the choices children make and the informal learning experiences in which they choose take part outside of school.Several researchers have come to view entertainment video games as learning experiences that offer excellent educational design with challenge, motivation, and learning principles that may even be used to improve formal educational approaches (Gee,2003; Gentile & Gentile, 2008; Sanford & Madill, 2007; Squire,2006). Like formal educational experiences, video games are designed in such a way that practice and work are required to win.The practice and work can be as simple as learning the required button combinations, or can take the form of assessing problems and developing and testing various solutions (Dickey, 2006). Unlike formal schooling, however, children choose to engage in video games.While there are many ‘‘educational” video gamesmarket these are not the games children tend to prefer (Facer, 2003; Kerawalla & Crook, 2002; Kinzie & Joseph, 2008). Thus, two steps toward understanding the informal learning experience of video game play are (1) to recognize why children choose to play the particular games that they play, and (2) to investigate the strategies children choose to employ when learning to play new video games,and determine whether these learning preferences are related to
other factors such as gender, the type of video game they are playing, and how experienced they are with video games.This study explored the motivation behind and practices of upper elementary school students’ gaming choices. First the researcher conducted a descriptive statistical analysis of the participants’ video game play habits, followed by an exploration of possible relationships between the types of video games played and the strategies children use to learn those games. Next, gender differences were explored: gender differences in the relationships between genre and strategy, and a comparison of strategies used based on gender and based on time spent playing video games. Finally, children’s motivations for choosing particular games wer investigated. A motivation matrix was created based on children’s written responses to why they choose the games they choose. This matrix was used to determine the most frequently cited types of reasons children choose the video games they choose to play most often. Understanding children’s preferences and strategy choices in video games may help researchers to gain further understanding of children’s preferred learning strategies and problem solving approaches in other contexts.
1。簡介
從事兒童在學習過程中幾個不同的背景。上下文通常研究的是課堂上，在正規的學校學習。孩子們，但是，也從事校外學習在非正式的相互作用和play.As在校生和外的學校學習環境變得越來越分散和盡可能多的兒童正日益成為感情上脫離了學校，重要的是要了解孩子們做的選擇和非正式的學習經驗，而他們選擇參加的研究人員以外的school.Several前來觀娛樂視頻遊戲，學習經驗，提供良好的教育設計與挑戰，激勵和學習原則，甚至被用作改善正規教育的方法（哎呀，2003;詹蒂萊和詹蒂萊，2008;桑福德＆馬迪爾，2007;誇爾，2006）。像正規教育的經驗，視頻遊戲設計了這樣一種方式，實踐和工作需要win.The實踐和工作可以這麼簡單，需要學習的按鍵組合，或者可以採取的形式問題，並評估各種開發和測試解決方案（迪基，2006）。不像正規學校教育，但是，孩子們選擇從事視頻 games.While有許多 ''教育“視頻 遊戲市場這些都不是遊戲的孩子往往喜歡（瓦楞機，2003; Kerawalla和克魯克，2002;坎齊和約瑟夫，2008年） 。因此，兩個步驟對理解非正式學習經驗的視頻遊戲是：（1）認識到為什麼孩子選擇玩遊戲，特別是他們玩，（2）調查的策略時，孩子選擇學習聘請新的視頻播放遊戲，並確定是否這些都與學習偏好 。其他因素，如性別，類型，他們在玩視頻遊戲，以及他們與有經驗的研究，探討了視頻 games.This背後的動機和做法上小學的學生'的遊戲選擇。首先，研究人員進行了描述性統計分析，參加者的視頻遊戲的習慣，其次是一個探索的可能的關係類型之間的視頻遊戲玩耍，兒童使用的策略學習這些遊戲。接下來，性別差異進行了探索：性別差異之間的關係類型和策略，並比較採用基於策略和基於性別的時間玩視頻遊戲。最後，孩子們的動機選擇特定的遊戲疫情週報調查。一個動機矩陣基礎上建立兒童的書面答复，為什麼他們選擇他們的遊戲選擇。這個矩陣被用來確定最經常提到的原因，孩子選擇類型的電子遊戲，他們選擇打的次數最多。了解孩子的喜好和戰略選擇，在視頻遊戲可能幫助研究人員獲得進一步了解兒童喜歡的學習策略和解決問題的辦法在其他方面。
訂閱：
文章 (Atom)