《运动解剖学》课程文献资料（脑科学）自我决定理论视角下小学科学游戏化学习中学生学习投入研究.pdf_P6-P10

硕士学位论文 MASTER'S THESIS Abstract With the rapid development of educational informatization,blended learning is widely adopted by educators and learners,combining the advantages of traditional face-to-face classrooms and online teaching.However,in a blended teaching environment, gamification teaching does not always achieve good leaming effects and engagement.The reason may be that the related gamification teaching design has simple stacking of gamification elements,which cannot stimulate deep motivation.Therefore,this study focuses on the effect of instructional design from the perspective of self-determinatior theory on students'learning engagement in gamification teaching,Based on the current situation of students'lack of learning engagement and the application of gamification learing in practice in the current blended teaching environment,this study is guided by the Self-determination theory and gamification learning theory with the disciplinary characteristics of primary school science courses.It proposes a gamification educational design under a new type of blended learning scenario.Relevant quasi-experimental research is also carried out in the teaching practice process.A total of 65 students in two parallel classes of grade 4from a primary school in central China participated in this study. The self-report method,comparative experiment method,classroom observation method, interview method,and statistical analysis method were used to explore the effects of primary school students'academic performance,three-dimensional learning engagement (emotional engagement,cognitive engagement,behavioral engagement)with the implementation of scientific gamification educational design based on the Self- determination theory. This research mainly carries out the following three stages of work:on the first stage, the feasibility analysis of gamification teaching was mainly conducted through interviews and questionnaires.On the second stage,the comparative experiment method was adopted. Two classes are randomly divided into the experimental class and the control class Gamification learning elements (mechanical elements such as challenges;component elements such as leaderboards;dynamic elements such as progress)were added to the science teaching of the experimental class(N=32).The experimental class also applied the gamification educational design from the perspective of the Self-determination theory. However,the control class(N=33)did not apply the gamification educational design from (C)1994-2022 China Academic Joural Electronie Publishing House.All rights reserved.http://www.enki.net

＃碩士学位论文ＭＡＳＴＥＲ＇ＳＴＨＥＳＩＳＡｂｓｔｒａｃｔＷｉｔｈｔｈｅｒａｐｉｄｄｅｖｅｌｏｐｍｅｎｔｏｆｅｄｕｃａｔｉｏｎａｌｉｎｆｏｒｍａｔｉｚａｔｉｏｎ，ｂｌｅｎｄｅｄｌｅａｒｎｉｎｇｉｓｗｉｄｅｌｙａｄｏｐｔｅｄｂｙｅｄｕｃａｔｏｒｓａｎｄｌｅａｒｎｅｒｓ，ｃｏｍｂｉｎｉｎｇｔｈｅａｄｖａｎｔａｇｅｓｏｆｔｒａｄｉｔｉｏｎａｌｆａｃｅ－ｔｏ－ｆａｃｅｃｌａｓｓｒｏｏｍｓａｎｄｏｎｌｉｎｅｔｅａｃｈｉｎｇ．Ｈｏｗｅｖｅｒ，ｉｎａｂｌｅｎｄｅｄｔｅａｃｈｉｎｇｅｎｖｉｒｏｎｍｅｎｔ，ｇａｍｉｆｉｃａｔｉｏｎｔｅａｃｈｉｎｇｄｏｅｓｎｏｔａｌｗａｙｓａｃｈｉｅｖｅｇｏｏｄｌｅａｒｎｉｎｇｅｆｆｅｃｔｓａｎｄｅｎｇａｇｅｍｅｎｔ．Ｔｈｅｒｅａｓｏｎｍａｙｂｅｔｈａｔｔｈｅｒｅｌａｔｅｄｇａｍｉｆｉｃａｔｉｏｎｔｅａｃｈｉｎｇｄｅｓｉｇｎｈａｓｓｉｍｐｌｅｓｔａｃｋｉｎｇｏｆｇａｍｉｆｉｃａｔｉｏｎｅｌｅｍｅｎｔｓ，ｗｈｉｃｈｃａｎｎｏｔｓｔｉｍｕｌａｔｅｄｅｅｐｍｏｔｉｖａｔｉｏｎ．Ｔｈｅｒｅｆｏｒｅ，ｔｈｉｓｓｔｕｄｙｆｏｃｕｓｅｓｏｎｔｈｅｅｆｆｅｃｔｏｆｉｎｓｔｒｕｃｔｉｏｎａｌｄｅｓｉｇｎｆｒｏｍｔｈｅｐｅｒｓｐｅｃｔｉｖｅｏｆｓｅｌｆ－ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙｏｎｓｔｕｄｅｎｔｓ＇ｌｅａｒｎｉｎｇｅｎｇａｇｅｍｅｎｔｉｎｇａｍｉｆｉｃａｔｉｏｎｔｅａｃｈｉｎｇ，Ｂａｓｅｄｏｎｔｈｅｃｕｒｒｅｎｔｓｉｔｕａｔｉｏｎｏｆｓｔｕｄｅｎｔｓ＇ｌａｃｋｏｆｌｅａｒｎｉｎｇｅｎｇａｇｅｍｅｎｔａｎｄｔｈｅａｐｐｌｉｃａｔｉｏｎｏｆｇａｍｉｆｉｃａｔｉｏｎｌｅａｒｎｉｎｇｉｎｐｒａｃｔｉｃｅｉｎｔｈｅｃｕｒｒｅｎｔｂｌｅｎｄｅｄｔｅａｃｈｉｎｇｅｎｖｉｒｏｎｍｅｎｔ，ｔｈｉｓｓｔｕｄｙｉｓｇｕｉｄｅｄｂｙｔｈｅＳｅｌｆ－ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙａｎｄｇａｍｉｆｉｃａｔｉｏｎｌｅａｒｎｉｎｇｔｈｅｏｒｙｗｉｔｈｔｈｅｄｉｓｃｉｐｌｉｎａｒｙｃｈａｒａｃｔｅｒｉｓｔｉｃｓｏｆｐｒｉｍａｒｙｓｃｈｏｏｌｓｃｉｅｎｃｅｃｏｕｒｓｅｓ．Ｉｔｐｒｏｐｏｓｅｓａｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｕｎｄｅｒａｎｅｗｔｙｐｅｏｆｂｌｅｎｄｅｄｌｅａｒｎｉｎｇｓｃｅｎａｒｉｏ．Ｒｅｌｅｖａｎｔｑｕａｓｉ－ｅｘｐｅｒｉｍｅｎｔａｌｒｅｓｅａｒｃｈｉｓａｌｓｏｃａｒｒｉｅｄｏｕｔｉｎｔｈｅｔｅａｃｈｉｎｇｐｒａｃｔｉｃｅｐｒｏｃｅｓｓ．Ａｔｏｔａｌｏｆ６５ｓｔｕｄｅｎｔｓｉｎｔｗｏｐａｒａｌｌｅｌｃｌａｓｓｅｓｏｆｇｒａｄｅ４ｆｒｏｍａｐｒｉｍａｒｙｓｃｈｏｏｌｉｎｃｅｎｔｒａｌＣｈｉｎａｐａｒｔｉｃｉｐａｔｅｄｉｎｔｈｉｓｓｔｕｄｙ．Ｔｈｅｓｅｌｆ－ｒｅｐｏｒｔｍｅｔｈｏｄ，ｃｏｍｐａｒａｔｉｖｅｅｘｐｅｒｉｍｅｎｔｍｅｔｈｏｄ，ｃｌａｓｓｒｏｏｍｏｂｓｅｒｖａｔｉｏｎｍｅｔｈｏｄ，ｉｎｔｅｒｖｉｅｗｍｅｔｈｏｄ，ａｎｄｓｔａｔｉｓｔｉｃａｌａｎａｌｙｓｉｓｍｅｔｈｏｄｗｅｒｅｕｓｅｄｔｏｅｘｐｌｏｒｅｔｈｅｅｆｆｅｃｔｓｏｆｐｒｉｍａｒｙｓｃｈｏｏｌｓｔｕｄｅｎｔｓ，ａｃａｄｅｍｉｃｐｅｒｆｏｒｍａｎｃｅ，ｔｈｒｅｅ－ｄｉｍｅｎｓｉｏｎａｌｌｅａｒｎｉｎｇｅｎｇａｇｅｍｅｎｔ（ｅｍｏｔｉｏｎａｌｅｎｇａｇｅｍｅｎｔ，ｃｏｇｎｉｔｉｖｅｅｎｇａｇｅｍｅｎｔ，ｂｅｈａｖｉｏｒａｌｅｎｇａｇｅｍｅｎｔ）ｗｉｔｈｔｈｅｉｍｐｌｅｍｅｎｔａｔｉｏｎｏｆｓｃｉｅｎｔｉｆｉｃｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｂａｓｅｄｏｎｔｈｅＳｅｌｆ－ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙ．Ｔｈｉｓｒｅｓｅａｒｃｈｍａｉｎｌｙｃａｒｒｉｅｓｏｕｔｔｈｅｆｏｌｌｏｗｉｎｇｔｈｒｅｅｓｔａｇｅｓｏｆｗｏｒｋ：ｏｎｔｈｅｆｉｒｓｔｓｔａｇｅ，ｔｈｅｆｅａｓｉｂｉｌｉｔｙａｎａｌｙｓｉｓｏｆｇａｍｉｆｉｃａｔｉｏｎｔｅａｃｈｉｎｇｗａｓｍａｉｎｌｙｃｏｎｄｕｃｔｅｄｔｈｒｏｕｇｈｉｎｔｅｒｖｉｅｗｓａｎｄｑｕｅｓｔｉｏｎｎａｉｒｅｓ．Ｏｎｔｈｅｓｅｃｏｎｄｓｔａｇｅ，ｔｈｅｃｏｍｐａｒａｔｉｖｅｅｘｐｅｒｉｍｅｎｔｍｅｔｈｏｄｗａｓａｄｏｐｔｅｄ．Ｔｗｏｃｌａｓｓｅｓａｒｅｒａｎｄｏｍｌｙｄｉｖｉｄｅｄｉｎｔｏｔｈｅｅｘｐｅｒｉｍｅｎｔａｌｃｌａｓｓａｎｄｔｈｅｃｏｎｔｒｏｌｃｌａｓｓ．Ｇａｍｉｆｉｃａｔｉｏｎｌｅａｒｎｉｎｇｅｌｅｍｅｎｔｓ（ｍｅｃｈａｎｉｃａｌｅｌｅｍｅｎｔｓｓｕｃｈａｓｃｈａｌｌｅｎｇｅｓ；ｃｏｍｐｏｎｅｎｔｅｌｅｍｅｎｔｓｓｕｃｈａｓＩｅａｄｅｒｂｏａｒｄｓ；ｄｙｎａｍｉｃｅｌｅｍｅｎｔｓｓｕｃｈａｓｐｒｏｇｒｅｓｓ）ｗｅｒｅａｄｄｅｄｔｏｔｈｅｓｃｉｅｎｃｅｔｅａｃｈｉｎｇｏｆｔｈｅｅｘｐｅｒｉｍｅｎｔａｌｃｌａｓｓ（Ｎ＝３２）．ＴｈｅｅｘｐｅｒｉｍｅｎｔａｌｃｌａｓｓａｌｓｏａｐｐｌｉｅｄｔｈｅｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｆｒｏｍｔｈｅｐｅｒｓｐｅｃｔｉｖｅｏｆｔｈｅＳｅｌｆ－ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙ．Ｈｏｗｅｖｅｒ，ｔｈｅｃｏｎｔｒｏｌｃｌａｓｓ（Ｎ＝３３）ｄｉｄｎｏｔａｐｐｌｙｔｈｅｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｆｒｏｍＩＩＩ

ｚＳｍ＼硕士学位论文ＭＡＳＴＥＲ ’ ＳＴＨＥＳＩＳｔｈｅｐｅｒｓｐｅｃｔｉｖｅｏｆｔｈｅＳｅｌｆ－ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙ，ａｎｄｄｉｄｎｏｔａｄｄａｎｙｇａｍｉｆｉｅｄｌｅａｒｎｉｎｇｅｌｅｍｅｎｔｓ．Ｂｅｓｉｄｅｓｔｈａｔ，ｔｈｅｔｗｏｇｒｏｕｐｓｗｅｒｅｔａｕｇｈｔｂｙｔｈｅｓａｍｅｔｅａｃｈｅｒｆｏｒｓｔｒｉｃｔｌｙｃｏｎｔｒｏｌｌｉｎｇｉｒｒｅｌｅｖａｎｔｖａｒｉａｂｌｅｓ．Ａｔｔｈｅｓａｍｅｔｉｍｅ，ｄａｔａｏｎｓｔｕｄｅｎｔｓ＊ｌｅａｒｎｉｎｇｅｎｇａｇｅｍｅｎｔｓｃａｌｅ，ｏｎｌｉｎｅｒｅｓｏｕｒｃｅｖｉｅｗｓ，ｓｔｕｄｅｎｔｗｏｒｋｓ，ｃｏｍｐｌｅｔｉｏｎｑｕａｌｉｔｙｏｆｏｎｌｉｎｅｇａｍｉｆｉｃａｔｉｏｎｅｖａｌｕａｔｉｏｎ，ｉｎｔｅｒｖｉｅｗｒｅｃｏｒｄｓ，ｃｌａｓｓｒｏｏｍｖｉｄｅｏｓａｎｄｏｔｈｅｒｄａｔａｗｅｒｅｃｏｌｌｅｃｔｅｄｆｏｒｒｅｓｅａｒｃｈａｎｄａｎａｌｙｓｉｓ．Ｏｎｔｈｅｔｈｉｒｄｓｔａｇｅ，ｄａｔａａｎａｌｙｓｉｓｍｅｔｈｏｄｃｏｍｂｉｎｉｎｇｑｕａｎｔｉｔａｔｉｖｅａｎｄｑｕａｌｉｔａｔｉｖｅａｎａｌｙｓｉｓｗｅｒｅｍａｉｎｌｙａｄｏｐｔｅｄｔｏｄｒａｗｒｅｌｅｖａｎｔｃｏｎｃｌｕｓｉｏｎｓ．Ｔｈｒｏｕｇｈａｃｏｍｐｒｅｈｅｎｓｉｖｅａｎａｌｙｓｉｓｏｆｔｈｅａｂｏｖｅｅｘｐｅｒｉｍｅｎｔａｌｒｅｓｕｌｔｓ，ｔｈｉｓｓｔｕｄｙｄｒａｗｓｔｈｅｆｏｌｌｏｗｉｎｇｃｏｎｃｌｕｓｉｏｎｓ：（１）Ｃｏｍｐａｒｅｄｗｉｔｈｔｒａｄｉｔｉｏｎａｌｂｌｅｎｄｅｄｔｅａｃｈｉｎｇ，ｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｃａｎｉｍｐｒｏｖｅｔｈｅｌｅａｒｎｉｎｇｐｅｒｆｏｒｍａｎｃｅｏｆｐｒｉｍａｒｙｓｃｈｏｏｌｓｔｕｄｅｎｔｓｏｎｓｃｉｅｎｃｅｃｏｕｒｓｅｓ，ａｎｄｓｔｕｄｅｎｔｓ＇ａｃａｄｅｍｉｃｐｅｒｆｏｒｍａｎｃｅｈａｓｂｅｅｎｓｉｇｎｉｆｉｃａｎｔｌｙｉｍｐｒｏｖｅｄ．（２）Ｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｐｏｓｉｔｉｖｅｌｙａｆｆｅｃｔｓｌｅａｒｎｅｒｓ＇ｂｅｈａｖｉｏｒａｌｅｎｇａｇｅｍｅｎｔ，ｃｏｇｎｉｔｉｖｅｅｎｇａｇｅｍｅｎｔ，ａｎｄｅｍｏｔｉｏｎａｌｅｎｇａｇｅｍｅｎｔ，ｗｈｉｃｈｉｓｂｅｎｅｆｉｃｉａｌｆｏｒｌｅａｒｎｅｒｓｔｏｉｍｐｒｏｖｅｔｈｅｉｒｃｏｎｃｅｎｔｒａｔｉｏｎ，ｓｈａｒｉｎｇ，ｉｎ－ｄｅｐｔｈｓｔｒａｔｅｇｉｅｓａｎｄａｃｈｉｅｖｅｍｅｎｔｓ，ａｎｄｒｅｄｕｃｅｔｈｅｉｒａｎｘｉｅｔｙ．Ｔｈｅｒｅｗａｓｎｏｓｉｇｎｉｆｉｃａｎｔｉｍｐｒｏｖｅｍｅｎｔｉｎｓｈａｌｌｏｗ－ｌｅｖｅｌｓｔｒａｔｅｇｉｅｓ，ｔｅａｃｈｅｒｄｅｐｅｎｄｅｎｃｅ，ａｎｄｉｎｔｅｒｅｓｔ，（３）Ｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｃａｎｅｎｃｏｕｒａｇｅｓｔｕｄｅｎｔｓｔｏｂｅｍｏｒｅｅｎｇａｇｅｄｉｎｄｉｆｆｉｃｕｌｔｔａｓｋｓ，ａｎｄｔｈｅｑｕａｌｉｔｙｏｆｗｏｒｋｉｎｇａｍｉｆｉｃａｔｉｏｎｃｌａｓｓｅｓｉｓｓｉｇｎｉｆｉｃａｎｔｌｙｂｅｔｅｒｔｈａｎｉｎｎｏｎ－ｇａｍｉｆｉｅｄｃｌａｓｓｅｓ．（４）Ｇａｍｉｆｉｃａｔｉｏｎｅｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎｃａｎｉｎｃｒｅａｓｅｌｅａｒｎｅｒｓ＇ｌｅａｒｎｉｎｇｉｎｉｔｉａｔｉｖｅ．Ｆｉｎａｌｌｙ，ｔｈｅｉｍｐｌｉｃａｔｉｏｎｓ，ｌｉｍｉｔａｔｉｏｎｓ，ａｎｄｆｔｉｔｕｒｅｒｅｓｅａｒｃｈｗｅｒｅｄｉｓｃｕｓｓｅｄ．Ｋｅｙｗｏｒｄｓ：Ｇａｍｉｆｉｃａｔｉｏｎ；Ｌｅａｒｎｉｎｇｅｎｇａｇｅｍｅｎｔ；Ｓｅｌｆ－Ｄｅｔｅｒｍｉｎａｔｉｏｎｔｈｅｏｒｙ；ＥｄｕｃａｔｉｏｎａｌｄｅｓｉｇｎＩＶ

ｚＳＳ＼硕士学位论文ＶＶ＾ｙｉ／ＭＡＳＴＥＲ＇ＳＴＨＥＳＩＳ４丄１学习者分析２７４丄２教学目标分析２７４丄３教学内容分析２８４．２自我决定理论视角下游戏化元素与游戏化教学活动２９４．２．１游戏化元素设计２９４．２．２游戏化教学活动设计３２４．４自我决定理论视角下游戏化学习评价设计３５４．５技术支持３６４．５１班级优化大师３６４．５．２ＡｒｔｉｃｕｌａｔｅＳｔｏｒｙｌｉｎｅ３７４．５．３Ｗｏｒｄｗａｌｌ３７４．６案例— 《设计并制作小车》３９５实验设计与实践４０５．１４０５．２实验时间安排及学习内容４１５．３实验研宄工具４２５．３．１学习投入量表４２５．３．２４２５．３．３课堂学习行为投入状态编码表４３５．３．４学生作品评价指标４３５．３．５游戏化教学实践问卷４３５．４实验数据收集４４５．５实验结果分析４４５．５．１４４５．５．２学习投入量表分析４７５．５．３难度等级与任务完成质量分析４９５．５．４课后资源浏览量分析５０５．５．５课堂观察量表分析５１５．５．６学习动机、学习兴趣、学习表现分析５３５．５．７访谈分析５４６结论与展望５７６．１研宄总结５７６．２研宄创新５９６．３研宄不足与未来展望６０６．３．１研宄不足６０６．３．２未来展望６０轉魏６１附录１访谈提纲７０附录２学习投入量表７１附录３游戏化教学评价表（自评、教师评价、同伴互评）７２２