2.2. Learning strategies
Dickey (2005) has examined the strategies incorporated in video game design in the context of existing learning theories and engaged learning among students. This work has resulted in the identifcation of several parallels between game design principles and learning principles, suggesting that there are many ways for game design to contribute to instructional design principles. Despite the pedagogical principles contained in most modern games,however, designers often fail to report these learning principles as foundations for the game design, which may be an indication that they did not consciously ground their design in these learning principles (Kebritchi & Hirumi, 2008).
2.2。學習策略
狄基（2005）已研究戰略中的視頻遊戲設計的背景下現有的學習理論的學習和從事學生。這項工作已導致若干相似之處方式識別遊戲的設計原則和學習原則，這表明有許多方法，遊戲設計促進教學設計原則。儘管在教學原則中最現代的遊戲，然而，設計師經常漏報這些學習原則為基礎設計的遊戲，這可能是一個跡象，他們不自覺地在這些學習他們的設計原則（Kebritchi＆Hirumi，2008 ）。
With overlapping pedagogical principles but vastly different presentations between video games and classroom instruction, it is important to investigate the learning strategies children use in the context of learning to play video games. Findings from MacArthur Foundation’s Digital Youth Project Ito et al., 2008) indicate that children using new media tend to learn from their peers instead of solely, or mostly, from teachers or parents. Blumberg and Sokol (2004) asked second and fifth-grade students about what they did when learning how to play a video game, with the primary intent of differentiating between internally and externally based strategies. They found that more frequent players and older children were more likely to mention internally based strategies. This is logical because those who play games more frequently are more likely to have a knowledge base of strategies that have worked for them in the past, while younger children and less frequent players are more likely to need help from an outside resource. Similar results were found in a later study among adults (Blumberg, Rosenthal, & Randall, 2008). Additional findings from the 2008 study included that those who more frequently verbalized about their game performance also performed better, suggesting the possibility of improved strategy and learning from thinking aloud. In an online survey among adults, Alkan and Cagiltay (2007) studied the strategies university students use to learn new computer games. Using student self-reports, they found that these students used both trial and error and information from friends to learn new games. Since this was a contrived situation, however, students reported that the learning strategies were different for the game used in the study than for other video games they play, making the results less germane. Other researchers have studied game play from an ecological perspective to remove the artificial conditions of an experiment and instead take into account several intertwined factors, such as setting, motivation, emotions, and perspective. Stevens, Satwicz, and McCarthy (2008) observed commonalities in positioning among sibling relationships across video game play and homework scenarios. In each case the older sibling acted as a coach to the younger sibling. This provides some evidence that approaches to video game play may transfer to (or reflect) preferences for learning in other scenarios.
具有重疊教學原則，但完全不同的藝術之間的視頻遊戲和課堂教學，重要的是要探討兒童使用的學習策略，學習的背景下玩視頻遊戲。結果從麥克阿瑟基金會的數碼青年項目伊藤等。，2008）表明，兒童使用新媒體往往從他們的同齡人學習，而不是純粹，或大部分由老師或家長。 Blumberg和索科爾（2004）問二，五年級的學生他們做了什麼時，學習如何玩視頻遊戲，其主要意圖在內部和外部之間存在差異的基礎的戰略。他們發現，更頻繁的球員和年齡較大的兒童更有可能在內部提為基礎的戰略。這是合乎邏輯的，因為那些誰玩遊戲更頻繁更可能有知識基礎的戰略，已經為他們在過去，而年輕的孩子，那麼頻繁球員可能更需要從外部資源的幫助。類似的結果在後來的研究發現成人（布隆伯格，羅森塔爾，＆蘭德爾，2008）。附加從 2008年的研究發現，包括那些誰更頻繁語言表達對自己的遊戲性能也表現較好，表明改進的策略的可能性從放聲思考和學習。在一項網上調查在成年人中，Alkan和Cagiltay（2007）研究了高校學生使用的策略，學習新的電腦遊戲。利用學生的自我報告，他們發現，這些學生同時使用試驗和錯誤，並從朋友的信息，學習新的遊戲。由於這是一個人為的情況，但學生的學習策略報告說，有不同的遊戲中使用的研究比其他視頻遊戲他們玩，使我們的成果少有密切關係。其他研究人員已經研究遊戲從生態的角度來消除人工條件下的實驗，而是考慮到幾個因素交織在一起，如設置，動機，情感和觀點。史蒂文斯Satwicz和麥卡錫（2008）觀察到的共性之間兄弟關係定位在視頻遊戲和家庭作業的情景。在每一種情況下，兄長擔任教練的弟弟。這提供了一些證據表明，玩視頻遊戲方法可轉讓（或反射）的偏好在其他方案中學習。
2.3. Gender differences in learning strategies and video game play
There are also gender differences related to motivations and strategies video games. While gender differences have been studied to a great extent as related to playing habits and aggression, motivation and learning strategies are less represented in the current literature on video game play, especially as relating to younger children.
Hoffman and Nadelson (2010) determined that, among college students, an orientation to gaming was more likely to motivate males to play video games and to play for longer than it did for females. Females, on the other hand, were more likely to value socialization over rewards offered in the video games. These findings should be interpreted with caution because, although only students who already played video games for a few hours a week were included, these were volunteer students in the field of education who were seeking extra course credit, which severely limits the generalizability of the ?ndings. While Hoffman and Nadelson
investigated gaming as a whole, including all genres, Jansz, Avis,and Vosmeer (2010) conducted an online survey focused exclusively on one simulation game, The Sims 2, which is predominantly played by females. When analyzing gender differences they noted that males preferred the challenge, social interaction, and fantasy associated with the game more than females did. This is substantiated by other researchers, such as Greenberg, Sherry, Lachlan, Lucas, and Holmstrom (2010), who found that a large sample of fifth, eighth-, 11th grade and college students males were more motivated by challenge, social interaction, and fantasy than females were, according to self-reports. Similarly, Eglesz, Feteke, Kiss, and Izso (2005) found that, at least among adults, males more often than females report being motivated by challenge in video games. Among children, boys prefer the aspects of control and personal victory more than girls do. It seems somewhat surprising that researchers (Greenberg et al., 2010; Jansz et al., 2010) found that males scored higher than females regarding the social motivation to play the game and interact with friends. According to Jansz, Avis, and Vosmeer, however, the difference may be that boys tend to use the games themselves for social interaction, while girls value social interaction but find it in other ways.
2.3。學習策略的性別差異和視頻遊戲 也有性別差異與動機和策略的視頻遊戲。雖然性別差異進行了研究，在很大程度上是有關玩的習慣和侵略，動機和學習策略是代表不足在當前文學對視頻遊戲，特別是涉及年幼的孩子。 霍夫曼和Nadelson（2010年）確定，在校學生，遊戲是一個方向，鼓勵男性更有可能玩視頻遊戲和玩的時間比它確實為女性。女性，另一方面，更可能的價值回報社會提供了在視頻遊戲。這些結果的解釋應當謹慎，因為，雖然只是學生玩視頻遊戲，誰已經為幾個小時，每週都包括在內，這些都是志願的學生在教育領域誰是尋求額外的課程學分，這嚴重限制了一般化的？ ndings。雖然霍夫曼和Nadelson 調查遊戲作為一個整體，包括所有類型，Jansz，安飛士和Vosmeer（2010）進行了網上調查，專注於一個模擬遊戲，模擬人生2，這主要是由女性扮演。在分析性別差異，他們指出，男性更喜歡挑戰，社會互動，以及與比賽相關的幻想比女性更沒有。這是由其他研究人員證實，如格林伯格，謝慧敏，拉克蘭，盧卡斯和霍姆斯特羅姆（2010年），誰發現，大樣本的第五，第八，十一年級和大學生男性更主動的挑戰，社會互動，和幻想比雌性，根據自我報告。同樣，Eglesz，Feteke，親吻和Izso（2005年）發現，至少在成年人中，男性比女性更經常被報告的動機挑戰視頻遊戲。在孩子們，孩子們更喜歡等方面的控制和個人的勝利比女孩更做。這似乎有點令人驚訝，研究人員（格林伯格等。，2010; Jansz等。，2010）發現男性比女性方面得分較高的社會動力，以玩遊戲和互動的朋友。據 Jansz，安飛士和Vosmeer，但差別可能是男孩傾向於使用遊戲本身的社會互動，社會互動，而女孩的價值卻發現它在其他方面。
Finally, researchers have also studied motivation from a biological standpoint. Hoeft, Watson, Kesler, Bettinger, and Reiss (2008) used functional magnetic resonance imaging to study the brain activity of 22 young adults as they played video games. While all participants showed brain activation in the mesocorticolimbic center, which is related to reward and addiction, males had higher levels of activation and there was a significant relationship between the level of activation they experienced and their achievement in the game. Thus, it is possible that boys find these aspects of game play more rewarding even at a biological level.
最後，研究人員還研究動機從生物學的角度來看。霍夫特，沃森，凱斯勒，貝廷格和賴斯（2008）利用功能性磁共振成像技術來研究大腦活動的22個年輕人，因為他們玩視頻遊戲。儘管所有的受試者表現出大腦活動的mesocorticolimbic中心，這是有關獎勵和上癮，男性有較高水平的激活和有顯著關係的水平，激活他們的成就，他們經驗豐富，在遊戲中。因此，有可能找到這些方面，男孩玩遊戲更有價值的，即使在生物學水平。
One of the most relevant studies to the current one involved an investigation of middle school students’ preferences for play "activity modes” in video games (Kinzie & Joseph, 2008). What the researchers termed activity modes are similar to the learning strategies in the present study in that they characterize the child’s approach to the game. A self-report survey was used with 42 students, a small sample size allowing for only limited generalizability. Researchers found gender differences in preferences for activity mode in game play, noting that boys favored Active and Strategic play more than girls did, while girls favored Creative and Explorative play more than boys did. Active play, as de?ned by this study, requires quick response and often takes the form of fighting in a video game, and Strategic play requires the manipulation of resources. Creative play allows the player to modify aspects of the game, including the environment, and Explorative play focuses on exploration of the game playing field to discover new things and solve problems. Comparisons will be made to the results of the present study, as the age of the children is slightly different but the concept is similar.
其中最有關的研究涉及到當前的一個調查中學生的喜好遊玩“活動模式“在視頻遊戲（坎齊和約瑟夫，2008）。但研究人員稱為活動方式是類似的學習策略本研究中，他們描述孩子的方式來遊戲。一個自我報告的調查，採用與42名學生，一個小樣本允許只限於一般化。研究人員發現了性別差異，喜好的活動模式遊戲，並指出，男孩主動與戰略青睞比女孩更沒有發揮，而女孩子的青睞創新和探索發揮更比男生一樣。積極發揮，為德？奈德本研究中，要求快速反應，往往表現為對抗的形式在一個視頻遊戲，與戰略比賽只需要操縱的資源。創意遊戲允許玩家修改遊戲方面，包括環境，探索發揮重點勘探領域的玩遊戲，以發現新事物和解決問題。將作出比較的結果本研究中，隨著年齡的孩子略有不同，但概念是相似的。
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