学龄前儿童的数学游戏偏好和学习表现通过设计平板电脑游戏自由度
Joni Tzuchen Tang1, Wei Tung Nine1, Yi Chen Wang1
1Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, No. 43, Keelung Rd., Sec. 4, Da' an Dist., 106 Taipei, Taiwan.
Education and information technologies
|June 26, 2023
概括
这项研究探讨了3-8岁的儿童如何玩数学手机游戏"莉莉的壁". 年长的孩子取得了更多的成就,但玩得更少,这表明适合年龄的游戏难度是有效的基于游戏的学习的关键.
科学领域:
- 教育技术的教育技术
- 发展心理学 发展心理学
- 人与计算机的交互
背景情况:
- 儿童自然参与游戏,使游戏学习成为获得知识的可行方法.
- 移动游戏为幼儿教育提供互动平台,特别是在诸如分类等基础概念方面.
研究的目的:
- 在设计的数学手机游戏中,研究儿童的游戏偏好和学习成果之间的关系.
- 分析年龄在基于游戏的学习环境中如何影响参与和表现.
主要方法:
- 他们使用了一款数学手机游戏"Lily's Closet",旨在教导3-8岁儿童分类.
- 用数据挖掘技术分析了台湾6924名儿童的行为数据.
- 玩家的行为和偏好被分类和分析,以了解游戏参与模式.
主要成果:
- 在儿童的年龄和他们在游戏中的成就之间发现了显著的相关性.
- 年长的孩子表现出更高的游戏成绩,但与年轻的孩子相比,他们表现出更低的玩意愿.
- 年龄成熟度与游戏成绩正相关,但与游戏频率负相关.
结论:
- 通过将游戏难度根据孩子的年龄来定制,可以提高基于游戏的学习效率.
- 了解年龄,游戏偏好和学习表现之间的相互作用对于设计有效的教育移动游戏至关重要.
- 建议进行进一步的研究,以探索移动游戏与儿童发育之间的更广泛关系.
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