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Αξιολόγηση 2D και 3D ψηφιακών εκπαιδευτικών παιχνιδιών από φοιτητές-παίκτες: η σημασία των χαρακτηριστικών τους


Δημοσιευμένα: Dec 17, 2019
Λέξεις-κλειδιά:
2D παιχνίδι 3D παιχνίδι εμπειρία του παιχνιδιού εμπειρία του χρήστη νοητικός προσανατολισμός ποσοτική προσέγγιση σοβαρά παιχνίδια χωρική ικανότητα
Polyxeni Kaimara
https://orcid.org/0000-0002-7053-8186
Emmanuel Fokides
https://orcid.org/0000-0003-3962-0314
Andreas Oikonomou
https://orcid.org/0000-0002-1764-9223
Penelope Atsikpasi
https://orcid.org/0000-0003-2809-7740
Ioannis Deliyannis
https://orcid.org/0000-0001-5397-2258
Περίληψη

Τα σοβαρά παιχνίδια (ψηφιακά εκπαιδευτικά παιχνίδια μαθησιακού σκοπού)  κερδίζουν ολοένα και περισσότερο το ενδιαφέρον πολλών μελετητών της μαθησιακής διαδικασίας όλων των εκπαιδευτικών επιπέδων. Σημαντικές πτυχές της εφαρμογής τους στην εκπαίδευση σχετίζονται με τα χαρακτηριστικά τους, τη συνάφειά τους με την παιδαγωγική και τις απόψεις των μαθητών. Αυτή η ποσοτική έρευνα επικεντρώθηκε στα χαρακτηριστικά των φοιτητών παιδαγωγικών τμημάτων (φύλο, επιστημονικό υπόβαθρο, προηγούμενη εμπειρία με παιχνίδια και δεξιότητες ΤΠΕ) και στους παράγοντες που επηρεάζουν και διαμορφώνουν την μαθησιακή εμπειρία τους όταν παίζουν σοβαρά παιχνίδια δύο (2D) και τριών (3D) διαστάσεων, όπως είναι η εμβύθιση, η απόλαυση, η υποκειμενική αντίληψη των μαθητών σχετικά με τη χρησιμότητά τους για τη βελτίωση της γνώσης, την επάρκεια της αφήγησης, τον ρεαλισμό, την ανατροφοδότηση, την οπτικοακουστική επάρκεια, τη συνάφειά τους με τα προσωπικά ενδιαφέροντά τους, τη σαφήνεια του στόχου τους, την ευκολία χρήσης τους, την καταλληλότητα του μαθησιακού υλικού και τα κίνητρα. Συνολικά 542 φοιτητές συμμετείχαν στη μελέτη. Σειρά μη παραμετρικών αναλύσεων (Mann-Whitney U tests και Kruskal-Wallis H tests) αποκάλυψε ότι οι φοιτητές προτίμησαν το 2D παιχνίδι. Το φύλο, το επιστημονικό υπόβαθρο και οι δεξιότητες στις ΤΠΕ δεν είχαν αντίκτυπο στις απόψεις τους. Από την άλλη πλευρά, οι φοιτητές με υψηλή ικανότητα στη χρήση των παιχνιδιών φαίνεται να έχουν καλύτερη μαθησιακή εμπειρία, καθώς οι βαθμολογίες τους στους περισσότερους παράγοντες ήταν υψηλότερες σε σύγκριση με τους φοιτητές με χαμηλότερη ικανότητα. Αυτά τα αποτελέσματα μας οδήγησαν να προσανατολιστούμε στην εξέταση άλλων πτυχών/δεξιοτήτων των φοιτητών πέρα από τα συνήθη δημογραφικά στοιχεία, όπως είναι η αυτορρύθμιση, η χωρική ικανότητα και η νοητική περιστροφή και να ερευνήσουμε τη δυνατότητα των σοβαρών παιχνιδιών να βελτιώσουν αυτές τις δεξιότητες.

Λεπτομέρειες άρθρου
  • Ενότητα
  • Επιστημονική Αρθογραφία
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Βιογραφικά Συγγραφέων
Polyxeni Kaimara, Ionian University
PhD Candidate
Emmanuel Fokides, University of the Aegean

Department of Primary Education, Rhodes

Assistant professor

Andreas Oikonomou, School of Pedagogical and Technological Education, Thessaloniki
Associate Professor
Penelope Atsikpasi, University of the Aegean

Department of Primary Education, Rhodes

Ph.D. Candidate

Ioannis Deliyannis, Ionian University

Department of Audiovisual Arts, Corfu

Assistant professor

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