位于
过程(计算)
背景(考古学)
行为模式
心理学
数学教育
计算机科学
情境学习
多媒体
人工智能
操作系统
古生物学
软件工程
生物
标识
DOI:10.1016/j.chb.2015.02.010
摘要
Much emphasis has been placed on the research on applying digital games in science education. Among the studies, the advantages and limitations of role-playing simulation games deserve further exploration. However, existing analyses of the behavioral patterns of role-playing simulation games in science education remain substantially lacking, particularly the integration of diverse behavioral pattern analysis methods. This study thus seeks to analyze the videotaped learning process of 86 college students in game-based learning activities that utilize a role-playing simulation game. This study used the integrated method of sequential analysis and cluster analysis and explored the learners’ flow state and learning behavioral patterns. The results show that the use of integrated behavioral pattern analysis helps to explore the traits and limitations of role-playing simulation games in science education as well as learners’ reflective behavior patterns. This study identifies a wide variety of learning behavior patterns from three potential clusters of learners and then discusses the learning process of each cluster. The different levels of flow experienced by the learners affected their learning behavior patterns; learners with higher levels of flow demonstrated a more in-depth reflective process. The study further discusses the results of these analyses and makes relevant recommendations for the systems development of the games, its educational applications, and evaluation methods.
科研通智能强力驱动
Strongly Powered by AbleSci AI