Anunpattana Punyawee, Khalid Mohd Nor Akmal, Iida Hiroyuki, Inchamnan Wilawan
School of Information Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, 923-1211 Ishikawa, Japan.
Research Center for Entertainment Science, Japan Advanced Institute of Science and Technology, 1-1 Asahidai, Nomi, 923-1211 Ishikawa, Japan.
Heliyon. 2021 Dec 20;7(12):e08637. doi: 10.1016/j.heliyon.2021.e08637. eCollection 2021 Dec.
Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.
通过整合游戏化，教育中的挑战一直得到应对，但在支持用户参与度的游戏设计原则方面仍存在差距。本文概述了将基于挑战的游戏化整合到小学课堂中以检验学生参与度和学习相关行为的出现所获得的结果。该方法应用于逻辑谜题测验，其中使用物理学类比（称为思维中的运动概念）捕捉并检验了不同的游戏化调整。采用混合方法设计的结构实验围绕时间压力和使测验体验游戏化的难度这一概念展开。构建该模型是为了通过纳入定性探索（主题分析）来验证和扩展定量研究结果（思维中的运动模型）。结果揭示了思维中的运动与心流理论的潜在综合，并且其与参与度和学习的关系被确定为一种新的概念框架。
