克服障碍参与教育视频游戏的自我导向学习：混合方法的案例研究
Overcoming Barriers to Engagement with Educational Video Games for Self-Directed Learning: A Mixed-Methods Case Study
摘要：
研究已经建立了更多的参与和积极的行为，态度和学习成果，从教育游戏。虽然参与产生这些好处，但缺乏关于学生如何参与教育游戏的研究，特别是当自我指导时。此外，关于敬业度对绩效的影响的研究是相互矛盾的。本研究旨在通过两个解剖学教育游戏，找出学生自我参与的障碍，克服障碍的方法，以及参与对学习成绩的影响。采用案例内和跨案例的方法和数据的三角测量，出现了四个教育游戏特定的障碍（从最常见到最不常见）：1）教育游戏的负面看法，2）不兼容的观众，3）不兼容的难度，和4）价格。路径分析发现，敬业度可能对绩效产生不显著的积极影响。这些研究结果表明，学生的自我导向的参与教育游戏是由独特的障碍和参与可能不是至关重要的性能。游戏设计和营销的建议出现，以帮助开发人员，教师和研究人员克服确定的障碍。
英文摘要：
Research has established increased engagement and positive behavioral, attitudinal, and learning outcomes from educational games. Although engagement begets these benefits, there is a lack of research on how students engage with educational games, especially when self-directed. Additionally, research on the effects of engagement on performance is conflicting. This study aimed to identify barriers to students' self-directed engagement with two anatomy educational games, methods to overcome identified barriers, and the impact of engagement on learning performance. Employing the within-case and cross-case approach and triangulation of data, four educational-game specific barriers emerged (from most common to least common): 1) negative perceptions of educational games, 2) incompatible audience, 3) incompatible difficulty, and 4) price. Path analysis found that engagement may have insignificant, positive effects on performance. These findings indicate that students' self-directed engagement with educational games is impeded by unique barriers and engagement may not be vital for performance. Suggestions for game design and marketing emerged to help developers, teachers, and researchers overcome identified barriers.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
