STEM+C教育中的认知参与：借助fNIRS探究严肃游戏对图结构学习的影响
Cognitive Engagement for STEM+C Education: Investigating Serious Game Impact on Graph Structure Learning with fNIRS
AI总结：
本研究通过fNIRS对比游戏化与视频化两种图结构学习方式，发现游戏化学习的氧合血红蛋白水平、外侧前额叶皮层活动及知识增益更高，为教育游戏设计与认知参与研究提供参考。
摘要：
对于教育类严肃游戏而言，明晰不同学习方式对认知过程的作用效果仍是一项重大挑战。本研究旨在探究严肃游戏对图结构学习的影响。为此，我们对比了自研的游戏化学习（GBL）与视频化学习（VBL）两种方法，通过功能性近红外光谱（fNIRS）检测氧合血红蛋白水平，评估二者对认知过程的作用效果。我们开展了一项2×1的被试间预实验，共招募12名参与者，设置游戏组与视频组两种实验条件。两组受试者学习的图基本结构相关内容完全一致，学习时长也相当。游戏组与一款问答类游戏进行交互，视频组则观看预先录制的教学视频。实验采用fNIRS采集前额叶皮层的脑信号，参与者还需完成前后测问卷，以调研用户体验与知识掌握增益情况。研究发现，GBL组的氧合血红蛋白平均水平更高，表明其认知参与度可能有所提升。结果显示，学习过程中被试的外侧前额叶皮层（LPFC）血流动力学活动更强。此外，知识增益分析表明，与VBL组相比，GBL组的平均得分有所提升。尽管受参与者个体差异与样本量限制，我们未观测到具有统计学显著性的变化，但这项预实验有助于理解GBL与VBL对认知过程的影响，为优化教学设计与教育游戏开发提供了思路，同时也凸显了进一步探究GBL对认知参与和学习效果影响的必要性。
英文摘要：
For serious games on education, understanding the effectiveness of different learning methods in influencing cognitive processes remains a significant challenge. This study investigates the impact of serious games on graph structure learning. For this, we compared our in-house game-based learning (GBL) and video-based learning (VBL) methodologies by evaluating their effectiveness on cognitive processes by oxygenated hemoglobin levels using functional near-infrared spectroscopy (fNIRS). We conducted a 2 x 1 between subjects preliminary study with twelve participants, involving two conditions: game and video. Both groups received equivalent content related to the basic structure of a graph, with comparable session lengths. The game group interacted with a quiz-based game, while the video group watched a pre-recorded video. The fNIRS was employed to capture cerebral signals from the prefrontal cortex, and participants completed pre- and post- questionnaires capturing user experience and knowledge gain. In our study, we noted that the mean levels of oxygenated hemoglobin were higher in the GBL group, suggesting the potential enhanced cognitive involvement. Our results show that the lateral prefrontal cortex (LPFC) has greater hemodynamic activity during the learning period. Moreover, knowledge gain analysis showed an increase in mean score in the GBL group compared to the VBL group. Although we did not observe statistically significant changes due to participant variability and sample size, this preliminary work contributes to understanding how GBL and VBL impact cognitive processes, providing insights for enhanced instructional design and educational game development. Additionally, it emphasizes the necessity for further investigation into the impact of GBL on cognitive engagement and learning outcomes.
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。
