从生成到反馈:基于AIGC的《创意摄影》课程游戏化激励策略研究  

From Generation to Feedback: A Study on Gamified Incentive Strategies for the “Creative Photography” Course Based on AIGC

作　　者：徐刚 康昱 姚野千穗 

机构地区：[1]华南农业大学珠江学院大湾区影视学院,广东 广州

出　　处：《创新教育研究》2025年第1期273-280,共8页Creative Education Studies

基　　金：华南农业大学珠江学院2024年度校级科研项目,项目编号:2024ZJKYC040。

摘　　要：随着人工智能生成内容(AIGC)技术的迅速发展,其在教育领域的应用引发了广泛关注。本研究以《创意摄影》课程为例,设计并实施了基于AIGC的游戏化激励策略,旨在提升学生的学习兴趣、参与度和创造性思维能力。通过引入角色扮演、任务挑战等游戏化元素,并结合AIGC技术的内容生成与即时反馈机制,构建了个性化的学习路径,为学生提供多样化的学习体验。研究结果表明,该策略显著增强了课程的互动性和趣味性,提高了学生的学习效果和创意思维能力。研究也发现部分学生在初期对AIGC技术存在适应困难,且过度依赖技术可能限制自主探索能力。未来应加强技术培训,优化任务设计,以平衡技术应用与学生主体性,并延长研究周期以评估长期效果。With the rapid development of Artificial Intelligence Generated Content (AIGC) technology, its application in the field of education has garnered widespread attention. This study focuses on the “Creative Photography” course, designing and implementing a gamified incentive strategy driven by AIGC to enhance students’ learning interest, engagement, and creative thinking skills. By integrating gamified elements such as role-playing and task challenges, coupled with AIGC-powered content generation and real-time feedback mechanisms, the study constructs personalized learning pathways to offer students diverse learning experiences. The results demonstrate that this strategy significantly enhances course interactivity and engagement, improving students’ learning outcomes and creative thinking abilities. However, the study also reveals that some students initially struggled to adapt to AIGC technology, and excessive reliance on it may hinder independent exploration. Future efforts should focus on strengthening technical training, optimizing task design to balance technology use with student autonomy, and extending the research period to assess long-term effects.

关 键 词：AIGC 游戏化激励 《创意摄影》 学习兴趣 创造性思维 

分 类 号：G63[文化科学—教育学]