基于具身认知理论的视障儿童游戏化学习产品设计研究  

Research on Gamified Learning Product Design for Visually Impaired Children Based on Embodied Cognition Theory

作　　者：管程玉 陈金亮[1] GUAN Chengyu;CHEN Jiniang(Academy of Arts,Xi'an University of Architecture and Technology,Xi'an 710055,China)

机构地区：[1]西安建筑科技大学艺术学院,西安710055

出　　处：《工业设计》2025年第3期38-41,共4页Industrial Design

摘　　要：随着视障儿童教育需求的不断增长,具身认知理论在游戏化学习产品中的应用引起了广泛关注。文章基于具身认知理论与物质创造层次之间的关联性,结合视障儿童的具身认知特点,深入探讨了该理论在游戏化学习产品中的应用方式。研究成果表明,以触觉感知为核心的外观设计、多模态交互设计、以容错性为核心的功能设计,以及结合历史背景的游戏情境设计等四项设计要素,对于提升视障儿童的游戏化学习体验至关重要。With the increasing educational needs of visually impaired children,the application of embodied cognition theory in gamified learning products has attracted wide attention.Based on the relationship between embodied cognition theory and the level of material creation,this paper discusses the application of embodied cognition theory in gamified learning products.The research results show that four design elements,namely appearance design with tactile perception as the core,multi-modal interaction design,functional design with fault tolerance as the core,and game context design combined with historical background,are crucial to improve the gamified learning experience of visually impaired children.

关 键 词：工业设计 具身认知理论 游戏化学习 视障儿童 产品设计 

分 类 号：TB472[一般工业技术—工业设计]