游戏设计元素"聊天机器人"在医学教育的严游戏中的理论背景
Alexandra Aster1, Arietta Lotz2, Tobias Raupach2
1Institute of Medical Education, University Hospital Bonn, Bonn, Germany. alexandra.aster@ukbonn.de.
Advances in simulation (London, England)
|March 13, 2025
概括
在严的游戏中,一个开放的聊天机器人鼓励医学学生的探索和正确的诊断. 然而,与受约束的系统相比,它并没有增加他们主观的自主感.
科学领域:
- 医学教育 医学教育
- 人与计算机的交互
- 心理学 心理学 心理学
背景情况:
- 虚拟患者为医学学生提供了一个安全的环境来练习历史记录.
- 聊天机器人集成到严的游戏中,作为一种虚拟患者互动的方法.
- 将聊天机器人作为游戏设计元素的实施应以理论为导向,并以证据为基础.
研究的目的:
- 评估聊天机器人游戏设计元素是否支持自主权的需要,如自决理论所描述的那样.
- 为了比较开放式与受约束式聊天系统对医学学生学习和感知自主性的影响.
主要方法:
- 一项横截面研究比较了两个严的游戏与不同的聊天系统 (开放式与受约束式).
- 医学学生被随机分配到玩一个严的游戏.
- 收集的数据包括客观指标 (学生的问题,诊断) 和主观指标 (感知自主).
主要成果:
- 使用开放式聊天机器人的学生提出了更多问题,并实现了更高的正确诊断率.
- 开放式聊天机器人小组提出了更多与特定患者病例无关的问题.
- 在开放式和受约束式聊天系统之间,没有发现主观自主性的显著差异.
结论:
- 一个开放的聊天机器人促进了更多的学生探索和选择自由,与自主性需求保持一致.
- 学生可能不会将增加的探索视为增强的自主权.
- 需要进一步的研究来了解如何有效地设计聊天机器人,以增强主观经验的自主权.
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