基于移动增强现实的学龄前儿童教育游戏研究与设计
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摘要
教育游戏是一种有效促进学习者自身发展与学习体验的方式,而移动增强现实技术正以颠覆传统之姿融入其中,赋予教育游戏新的发展潜力和应用前景。基于移动增强现实的教育游戏具有激发学习兴趣、强化互动参与、提升学习效率、提供沉浸的学习环境以及泛在学习条件的特征,但其也面临着教育学习内容与游戏娱乐内容不平衡、教学对象和教育内容同移动增强现实技术不匹配等问题和挑战。本研究在分析移动增强现实技术支持下的教育游戏特征及其存在问题的基础上,在相关教育游戏理论和学龄前儿童认知发展理论的指导下,提出了四个层面加一个统一原则的移动增强现实教育游戏分层要素设计策略模型,分别从对象层、教育层、游戏层、技术层四个层面进行分析,并围绕协调统一原则来实现教学对象、教育内容、游戏元素以及移动增强现实技术的贯穿融合,在此基础上完成了面向学龄前儿童的移动增强现实教育游戏——ARTeddyMath的设计与开发。研究为完善教育游戏的设计与开发提供了新的视角和策略,提出的设计策略模型具有可扩展性,可以为面向不同对象的教育游戏提供参考。
The educational game is an effective way to promote learners' self-development and learning experience. However, mobile augmented reality technology is being integrated into educational games in an untraditional way, endowing them with new developmental potential and application prospects.Educational games based on mobile augmented reality have the characteristics of stimulating learning interest, strengthening interactive participation, improving learning efficiency, providing immersive learning environment and ubiquitous learning conditions. But it also faces problems and challenges such as imbalance between education and entertainment, and mismatch between teaching objects, educational contents and mobile augmented reality technology. This study first analyzes the characteristics and problems of educational games supported by mobile augmented reality technology. Then, a layered element design strategy model with four levels plus a unified principle of mobile augmented reality educational game is proposed under the guidance of relevant educational game theory and preschool children's cognitive development theory. The object layer, educational layer, game layer and technology layer are analyzed respectively. The integration of teaching objects, teaching contents, game elements and mobile augmented reality technology is realized based on the unified principle. Finally, this study designs and develops a mobile augmented reality educational game for preschool children named ARTeddyMath. This study provides a new perspective and strategies for improving the design and development of educational games. The design strategy model proposed is extendable and can provide references for educational games for different users.
The educational game is an effective way to promote learners' self-development and learning experience. However, mobile augmented reality technology is being integrated into educational games in an untraditional way, endowing them with new developmental potential and application prospects.Educational games based on mobile augmented reality have the characteristics of stimulating learning interest, strengthening interactive participation, improving learning efficiency, providing immersive learning environment and ubiquitous learning conditions. But it also faces problems and challenges such as imbalance between education and entertainment, and mismatch between teaching objects, educational contents and mobile augmented reality technology. This study first analyzes the characteristics and problems of educational games supported by mobile augmented reality technology. Then, a layered element design strategy model with four levels plus a unified principle of mobile augmented reality educational game is proposed under the guidance of relevant educational game theory and preschool children's cognitive development theory. The object layer, educational layer, game layer and technology layer are analyzed respectively. The integration of teaching objects, teaching contents, game elements and mobile augmented reality technology is realized based on the unified principle. Finally, this study designs and develops a mobile augmented reality educational game for preschool children named ARTeddyMath. This study provides a new perspective and strategies for improving the design and development of educational games. The design strategy model proposed is extendable and can provide references for educational games for different users.
引文
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[2]中华人民共和国国务院.国务院关于印发国家教育事业发展“十三五”规划的通知[EB/OL].[2017-01-10].http://www.gov.cn/zhengce/content/2017-01/19/content_5161341.htm.
[3]王涌天,陈靖,程德文.增强现实技术导论[M].北京:科学出版社,2015:3,9-14.
[4]高翔,安辉,陈为,潘志庚.移动增强现实可视化综述[J].计算机辅助设计与图形学学报,2018,30(1):1-8.
[5] CRAIG A B.Understanding augmented reality:concepts and applications[M]. 1st ed. San Francisco:Margan Kaufmann, 2013.
[6]周森,尹邦满.增强现实技术及其在教育领域的应用现状与发展机遇[J].电化教育研究,2017,38(3):86-93.
[7] NINCAREAN D, ALIA M B, HALIM N D A, et al. Mobile augmented reality:the potential for education[J].Procedia-social and behavioral sciences, 2013,103:657-664.
[8]张绍文.基于建构主义的学习环境论[D].上海:华东师范大学,2006.
[9]肖君,姜冰倩,许贞,余晔.泛在学习理念下无缝融合学习空间创设及应用[J].现代远程教育研究,2015(6):96-103,111.
[10]王萍.移动增强现实型学习资源研究[J].电化教育研究,2013,34(12):60-67.
[11]王辞晓,李贺,尚俊杰.基于虚拟现实和增强现实的教育游戏应用及发展前景[J].中国电化教育,2017(8):99-107.
[12]陈向东,万悦.增强现实教育游戏的开发与应用———以“泡泡星球”为例[J].中国电化教育,2017(3):24-30.
[13]陈向东,蒋中望.增强现实教育游戏的应用[J].远程教育杂志,2012,30(5):68-73.
[14]郑旭东,陈荣,欧阳晨晨.皮亚杰与布鲁纳的和而不同与整合发展———兼论教育技术学基础理论研究的三重纵深[J].现代远程教育研究,2017(5):29-36.
[15]郭庚健.皮亚杰认知发展理论对幼儿教学的意义和启示[J].教育教学论坛,2014(12):269-270.
[16]杨文阳,胡卫平.AR移动科学游戏沉浸感特征及影响因素分析[J].现代远程教育研究,2017(3):105-112.
[17] SCHELL J. The art of game design:a book of lenses[M]. Boca Raton:CRC Press, 2008.
[18]刘运强.基于增强现实的三维注册技术的研究与实现[D].上海:华东师范大学,2017.
[19]乔黎博.融合AR的幼儿绘画教育游戏设计与实现[D].贵阳:贵州大学,2017.
[20]程志,金义富.基于手机的增强现实及其移动学习应用[J].电化教育研究,2013,34(2):66-70.
[21]陈玮. 3~6岁幼儿图形认知发展特点及促进研究[D].上海:上海师范大学,2017.
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