收稿日期: 2015-07-21
修回日期: 2015-08-12
网络出版日期: 2015-09-05
基金资助
本文系国家社会科学基金项目"信息素质教育网络游戏模型与实证研究"(项目编号:13BTQ024)和教育部人文社会科学规划基金项目"基于网络游戏的大学生信息素质教育研究"(项目编号:12YJAZH155)研究成果之一。
Strategies for Balancing Challenges and Skills of Information Literacy Educational Game
Received date: 2015-07-21
Revised date: 2015-08-12
Online published: 2015-09-05
[目的/意义]借鉴流理论及游戏挑战与技能平衡的原理和方法,提出并检验促进信息素质教育游戏挑战与技能平衡的策略。[方法/过程]分析挑战与技能的平衡如何促进或制约流体验的产生,总结实现挑战与技能静态与动态平衡的原理。提出信息素质教育游戏挑战与技能平衡的4个策略并运用于文献类型学习游戏《知识工厂》的挑战系统设计中,使用实验方法加以检验。[结果/结论]知识挑战主导策略有助于设计出符合学习内容特点的游戏任务,利用知识的内在逻辑关系能够建立与玩家技能水平动态平衡的挑战系统;游戏支架引导策略有助于降低挑战难度;学习内容分解策略有助于设计出符合循序渐进教学规律的信息素质教育游戏;交互操作简化策略有助于减轻认知负荷。
罗丁 , 吴建华 , 张铮 . 信息素质教育游戏挑战-技能平衡策略[J]. 图书情报工作, 2015 , 59(17) : 19 -25 . DOI: 10.13266/j.issn.0252-3116.2015.17.003
[Purpose/significance]This paper aims to draw lessons from the flow theory, the principle and method to balance challenges and skills in games, to raise and test the strategies for promoting the balance between challenges and skills in information literacy educational games. [Method/process] How the mechanism for balancing challenges and skills promotes or restricts flow experience is analyzed, and the principles to realize the static and dynamic balance of challenges and skills are summarized. Four strategies to balance challenges and skills in information literacy educational games are proposed and applied in the design of the challenge system of Knowledge Factory, an educational game for college students to learn knowledge about document types. The result is examined with experiment. [Result/conclusion]The knowledge-challenge-dominated strategy is helpful to design game tasks in accord with the characteristics of learning content, and a dynamic challenge system matching players’ skill levels could be established based on the inherent logic of knowledge. The strategy to guide players with scaffolding helps to lower difficulty level of challenge. The strategy to disassemble learning content is helpful to design information literacy educational games in accordance with the law of progressive teaching. The strategy to simplify interactive operation is conducive to lighten cognitive load.
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