检查游戏化作为促进教育环境中教学和学习的工具的有效性:一个元分析
Minzi Li1, Siyu Ma1, Yuyang Shi2
1Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou, China.
Frontiers in psychology
|October 25, 2023
概括
游戏化显著提高了学生的学习成果,效果大小很大. 它的有效性受到用户类型,学科,设计,持续时间和环境的调节,为教育实施提供了关键的见解.
科学领域:
- 教育心理学教育心理学
- 学习科学 学习科学
- 人与计算机的交互
背景情况:
- 教育中的游戏化旨在提高动机和参与度.
- 现有的关于游戏化对学习成果的影响的研究是混合的.
- 需要对经验证据进行全面的综合分析.
研究的目的:
- 对游戏化对学生学习成果的影响进行元分析.
- 确定调节游戏化在教育环境中的影响的因素.
主要方法:
- 在49个独立样本中对41项研究进行了元分析.
- 包括超过5,071名参与者.
- 利用随机效应模型和调节者分析.
主要成果:
- 对于游戏化对学习的影响,发现了显著的大整体效应大小 (g = 0.822).
- 用户类型,教育学科,设计原则,持续时间和学习环境显著调节了结果.
- 结果测量和出版类型没有显示出显著的缓和效应.
结论:
- 游戏化是促进教学和学习的有效工具.
- 具体的设计选择和上下文因素对于最大限度地发挥游戏化的好处至关重要.
- 这些发现为优化教育中的游戏化策略提供了意义.
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