数字化游戏学习的沉浸调节支架模型构建  

Construction of Immersion-Regulatory Scaffolding Model for Digital Game-based Learning

作　　者：张洁 苗永岱 ZHANG Jie;MIAO Yongdai(School of Information Science and Technology,Northeast Normal University,Jilin Changchun 130117)

机构地区：[1]东北师范大学信息科学与技术学院,吉林长春130117

出　　处：《电化教育研究》2025年第4期65-72,共8页E-education Research

基　　金：2022年吉林省高等教育教学改革研究课题“智能时代背景下信息科技学科职前教师实践性知识培养策略研究”(课题编号:20224BR74F700CJ)。

摘　　要：数字化游戏学习的游戏性与教育性之平衡问题是影响其应用发展的关键所在。为解决大部分研究落脚于个体在游戏本身的沉浸状态而忽视教育目标中心性地位的困境,研究重点关注如何利用调节支架对学习者沉浸水平加以调节,从而有效促进游戏与教育双重效果的达成。针对研究目的,提出以三维教育目标为导向,依据三维沉浸倾向确立了“具身感知、技能挑战、数字叙事、具身交互、具身叙事、交互叙事”六类调节支架,并据此构建了“教育目标—沉浸倾向—调节支架”的三层次数字化游戏学习的沉浸调节支架模型。The balance between gameplay and education in digital game-based learning is a key issue that affects the development of its application.In order to solve the dilemma that most of the studies focus on the individual's immersion state in the game itself and ignore the centrality of the educational goal,this paper focuses on how to adjust the immersion level of learners by using the regulatory scaffolds,so as to effectively promote the achievement of the dual effect of games and education.Aiming at the research purpose,this paper puts forward the three-dimensional educational goal as the guide,and establishes six types of regulatory scaffolds according to three-dimensional immersion tendency,namely"embodied perception,skill challenge,digital narrative,embodied interaction,embodied narrative and interactive narrative",and constructs a three-level immersion-regulatory scaffolding model of"educational goal-immersion tendency-adjustment scaffold".

关 键 词：数字化游戏学习 教育目标 沉浸倾向 沉浸调节支架 教育游戏 

分 类 号：G434[文化科学—教育学]