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游戏设计作为一个STEM教学

Chloe A Fouilloux¹, Jonathan S Compton¹, Naing Naing¹

¹Department of Pathobiological Sciences, University of Wisconsin, Madison, Wisconsin, USA.

Journal of microbiology & biology education

|December 11, 2025

概括

在STEM教育中的游戏化增强了学生的参与和学习. 学生主导的游戏设计,结合基于游戏的学习和基于设计的学习,为有效的STEM教学提供了灵活的方法.

科学领域:

在STEM教育方面.
高等教育教学的教学.
教育技术的教育技术

背景情况:

游戏化在STEM中越来越多地用于提高学生的参与度,动机和学习.
存在各种游戏格式,但它们在不同环境中的有效性未得到充分研究.
了解为什么某些游戏格式成功或失败对于有效实施至关重要.

研究的目的:

检查在高等教育STEM课堂中使用游戏的情况.
突出游戏类型,实施目标和学习成果之间的对比.
探索将基于游戏的学习 (GBL) 与基于设计的学习 (DBL) 结合在一起的好处,特别是通过学生主导的游戏设计.

主要方法:

分析现有文学和实践的视角作品.
检查基于游戏的学习 (GBL) 和基于设计的学习 (DBL) 的整合.
专注于以学生为主导的游戏设计作为教育策略.

主要成果:

学生主导的游戏设计有效地使游戏与STEM课程内容保持一致.
这种方法促进系统思维,增强学生之间的协作.
学生主导的游戏设计可以适应在线学习,改善社区和沟通.

结论:

当游戏结构与特定的学习成果保持一致时,STEM中的游戏化最有效.
学生主导的游戏设计是一个未被充分利用但灵活的战略,用于吸引大学的STEM学生.
这种方法为激励学生和改善跨科学学科的学习提供了巨大的潜力.

关键词:

这是一个声音.基于设计的学习.游戏设计游戏设计基于游戏的学习.游戏化的游戏化本科教育学士学位教育.

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