大型远程实习中游戏化参与数据的分段研究：一项混合方法研究
Engagement-Led Segmentation of Gamified Participation Data in a Large-Scale Remote Internship: A Mixed-Methods Study
浏览论文内容
中文总结 AI 辅助
本研究通过混合方法，对大型远程实习中游戏化参与数据进行分段分析，发现纵向、机会感知的行为指标比累计分数更能反映学习者的参与模式，并预测其后续表现。
中文摘要 AI 辅助
游戏化积分被广泛用于表示学习者的参与情况，但累计积分总数仅能提供关于参与随时间变化的有限信息。这一局限性在持续招生的项目中尤为突出，因为不同学习者积累积分的机会各不相同。本研究探讨了在大型、持续招生的远程实习中，如何将游戏化参与数据解释为行为参与度的指标。利用一份匿名化的运营数据集，首先对3,607名已开始学习的不同学习者按参与状态进行分类，将休眠学习者与有可观察参与行为的学习者区分开来。随后，对1,871名活跃学习者使用基于归一化纵向和机会感知参与特征的K均值聚类进行分组。共涌现出四种参与模式：核心活跃型、逐渐消退型、快速起步型和偶尔参与型。这些模式在参与水平和方向上均存在差异。一项针对597名受访者的感知调查提供了互补的学习者自我报告证据，并通过按分段的联合展示与行为数据相结合。不同分段的感知存在差异，而个体层面的感知与行为之间的相关性较小，且记录参与度较低的学习者可能对积分系统持积极感知，同时面临外部障碍。将前四周分配的分段与随后十一周的平台记录进行比对：核心活跃型中有94%的学习者至少参加了十次后续课程，22%完成了实习，而低参与度分段中这一比例分别低于7%和低于1%。研究结果表明，游戏化参与数据在作为纵向、机会感知的行为指标而非仅作为累计分数时，更具信息价值。
英文摘要
Gamified points are widely used to represent learner participation, but cumulative point totals provide limited information about how participation changes over time. This limitation matters in continuously enrolling programmes, where learners have different opportunities to accumulate points. This study examines how gamified participation data can be interpreted as indicators of behavioural engagement in a large-scale, continuously enrolling remote internship. Using an anonymised operational dataset, 3,607 distinct started learners were first classified by participation status, separating dormant learners from those with observable participation. The 1,871 active learners were then grouped using K-means clustering on normalised longitudinal and opportunity-aware participation features. Four participation patterns emerged: Thriving Core, Tapering, Fast Starters, and Occasional Participants. Their trajectories differed in both level and direction. A perception survey of 597 respondents provided complementary learner-reported evidence, integrated with the behavioural strand through a joint display by segment. Perceptions differed across segments, while individual-level correlations between perceptions and behaviour were small, and learners with low recorded participation could report positive perceptions of the points system alongside external barriers. Segments assigned from the first four weeks were then checked against eleven weeks of later platform records: 94% of the Thriving Core attended at least ten further sessions and 22% completed the internship, against under 7% and under 1% in the low-engagement segments. The findings suggest that gamified participation data are more informative when interpreted as longitudinal, opportunity-aware behavioural indicators rather than cumulative scores alone.
发表机构
- Indian Institute of Technology Ropar（印度技术学院罗帕尔分校）
机构由 AI 辅助整理，请以论文原文为准。
