家长对教育电子游戏的接受倾向和使用偏好  

Parents’ Technology Acceptance Tendency and Using Preference of Educational Video Games

作　　者：赵永乐[1] 何莹[1] 蒋宇[2] 马颖峰[3] 贺宝勋 ZHAO Yongle;HE Ying;JIANG Yu;MA Yingfeng;HE Baoxun(School of Teacher Education, Honghe University, Mengzi 661199,China;National Center for Educational Technology, Beijing 100031, China;Institute of Knowledge Media, Shaanxi Normal University, Xi'an 710062, China)

机构地区：[1]红河学院教师教育学院,云南蒙自661100 [2]中央电化教育馆研究部,北京100031 [3]陕西师范大学新闻与传播学院,陕西西安710062 [4]西华师范大学教育信息技术中心,四川南充637009

出　　处：《开放教育研究》2019年第3期72-80,共9页Open Education Research

基　　金：云南省教育科学规划课题“云南省教师对教育游戏的接受状况及影响因素的调查研究”(AD18010)

摘　　要：虽然学术界已经承认教育电子游戏是一种有效的教育技术,但社会大众对其作用依然有很大争议。除师生外,家长对教育技术的选择有较大影响,他们是否接受教育电子游戏对该技术的应用和推广有很大意义。为了调查学生家长对教育电子游戏的接受倾向和使用偏好,本研究使用自编问卷对13346名中小学生家长进行调查。结果发现,家长对教育电子游戏的接受倾向可以分为"积极"与"消极"两个独立维度;家长的人口学特征、使用偏好等因素会影响其积极或者消极倾向;居住在农村、非独生子女及学历较低的家长对教育电子游戏有更高的积极期望,倾向于通过学校和老师的推荐接受教育电子游戏,对教育电子游戏的主要功能期望是提高学习兴趣和学习新知识,对其负面影响的担忧主要来自于游戏沉迷;实际使用过教育电子游戏的家长对其评价较好,但仍对其可能的副作用担忧。Although educational video games have been recognized as a useful educational technology, it faces great controversy among the public. Besides teachers and students, parents play an important role in the selection and performance of educational technology. Whether they can accept educational video games as educational technology is of great significance to the application and promotion of this technology. In order to investigate the characteristics of parents’ acceptance and use of educational video games, researchers use a questionnaire to investigate 13346 parents of primary or secondary school students. Parents’ acceptance of educational games can be divided into two independent dimensions: positive and negative. Parents’ demographic variables, subjective attitudes, and using characteristics can influence positive or negative tendencies. Parents from rural areas, whose children are not only born, and those with lower academic qualifications have higher positive expectations for educational games. Parents tend to accept educational games through the recommendation of schools and teachers. Their main expectation of educational games’ function is to "improve learning interest" and to "learn new knowledge." The negative concerns mainly come from video game addiction. Parents who have used educational games rated it well, but are still concerned about the possible side effects. The possible reasons for such a phenomenon are discussed. In the future, researchers should further improve the research methods, expand the research scope, and analyze parents’ technology acceptance process of educational games.

关 键 词：教育电子游戏 中小学生家长 技术接受倾向 使用特征 

分 类 号：G434[文化科学—教育学]