基于沉浸理论的观察型电子游戏的设计

近年来,电子游戏的应用范围在不断地拓展,玩家选择适当的电子游戏,不仅可以带来欢乐,还可以锻炼某方面或多方面的能力或习得一些知识等。有研究指出,玩家在玩电孑游戏（包括教育游戏）的过程中能够在不知不觉中培养他们的观察能力。现在比较流行的一些电子游戏虽然有的也可以用来培养玩家的观察能力,但是都比较偏重娱乐性和商业性,其中的教育性太少,     

电子游戏对中小学课堂教学的启示：基于心流理论的视角

在电子游戏飞速发展的当下，众多中小学生对电子游戏兴趣盎然甚至出现游戏成瘾的问题，而与之相对的是，许多学生对学业缺乏足够的热情。在电子游戏中，开发者为玩家设计了明确的目标及即时的反馈，平衡了任务挑战与玩家技能，并保障了玩家对于游戏的控制感，心流理论在电子游戏中的广泛应用使许多青少年学生沉迷于电子游戏之中。为激发学生的学习积极性、培养学生的学习兴趣，中小学课堂教学可以向电子游戏学习，明确学生学习目标，给予学生正向的即时反馈，优化课程内容的难度曲线，并增强学生在学习中的控制感，使学生在学习过程中感受到心流。     

儿童教育研究指出:电子游戏与儿童智力开发无缘

一般说来,家长极力反对孩子玩电子游戏的原因似乎更多集中在电子游戏所导致的许多有害的副作用上,比如长时间玩耍会影响孩子视力,浪费学习时间等。但从电子游戏问世起,推销者就说它能增进儿童的电脑知识和技巧、寓教于乐、鼓励创造和探索,尤其提到能开发儿童智力。对此,南京师范大学教育系陈益老师认为,电子游戏与儿童智力开发并无必然联系。陈老师告诉记者,国内的研究者认为,儿童的智力开发实际上是对他们认知能力的一种开发,这其中主要是指对观察能力、想象能力、记忆能力、思维能力等方面的训练,很显然,电子游戏与这些能力的培养与锻炼无…     

电子游戏中暴力现象的审美分析

暴力现象与电子游戏技术的内在特征相契合,因而它在电子游戏中得以较多展示.人们对电子游戏暴力的欣赏归根结底是一种世俗审美,电子游戏制作者和游戏玩家须共同革新思维方式、努力避免审美的世俗性,方能逐渐接近真正自由的审美境界.     

提升玩家多元智能的电子游戏设计原则与策略

电子游戏对玩家多元智能的培养开发具有积极的显著效果。在大样本调查研究分析的基础上,参考大量电子游戏设计开发及多元智能培养开发方面的文献资料、网络资源,研究能够提升玩家多元智能的电子游戏的设计原则与策略。     

电子游戏对青少年认识他国文化的作用和影响

随着互联网的快速发展,电子游戏已经成为一种重要的文化传播媒体。电子游戏中的文化元素对青少年了解其他民族和国家的文化是否具有重要的影响引起了学术界的广泛关注。日本游戏由于造型符合亚洲玩家的审美观,深受中国游戏玩家喜欢。通过对玩日本游戏的中国青少年进行案例分析、访谈和问卷调查发现：日本游戏中所呈现的民族服饰、生活方式、建筑风格、行为方式、故事情节等文化元素对中国青少年了解日本文化具有一定的积极作用,而游戏中的暴力、色情和恶搞等元素也对中国青少年的成长产生了一定的负面影响。但目前这些影响还很有限,绝大多数的青少年有一定的控制能力。     

社会学视角下高校辅导员非权力性影响力的思考

社会学认为人的影响力有两种,权力性影响力与非权力性影响力.社会学认为非权力性影响力指的是源自其政治素质、学识能力、人格魅力、心理素质、人文关怀、仪表形象等.作为高校辅导员非权力性影响力,就是建立在这些基础上、使学生崇敬和信服基础上的而形成的影响力.本文认为与权力性影响力相比,非权力性影响力更能发挥高校思政工作的实效;高校辅导员必须充分重视和提高非权力影响力,促进高校学生工作发展的新局面.     

目的论视角下的电子游戏翻译——以《刀塔》为例

全球化背景下电子游戏的快速发展令游戏翻译需求增加。电子游戏本身作为一种商品,决定了电子游戏翻译是一种商业行为。文章主要结合目的论,从英雄名称翻译、物品名称及说明翻译和英雄台词翻译三个部分探讨了刀塔的本地化。电子游戏翻译不仅应致力于给不同文化背景玩家带来相同游戏体验,还应为达到电子游戏商业价值这一根本目的开展。     

电子游戏引用现实场景的商标侵权问题研究

电子游戏引用现实场景能够为玩家提供沉浸式体验,但同时存在知识产权侵权风险。在我国法律背景下,电子游戏引用现实场景的争议主要焦点在于是否侵犯商标权。文章认为电子游戏引用现实场景不必然构成商标侵权,一是其不必然构成商标使用,不满足商标侵权的前提条件;二是即使其构成商标使用,也存在构成商标合理使用的情形。尽管电子游戏制作方可以从这两种路径反驳电子游戏引用现实场景侵犯商标权,但为了规避商标侵权风险,应当注意电子游戏对现实场景的使用方式以及引用现实场景对商标权人的影响。     

电子游戏在青少年教育中的应用现状及存在的问题

为了解电子游戏在教育中的应用现状及存在的各种问题,根据相关教育理论,采用问卷调查的方法,对南京市7所中学1013名学生以及100名教师和家长进行了调查。结果表明,电子游戏对青少年知识获取、能力培养等有一定的促进作用,而教师和家长在选择合适的电子游戏及合理利用电子游戏教育青少年的过程中存在问题。     

How commercial and “violent” video games can promote culturally sensitive science learning: some questions and challenges

In their paper, Mu?oz and El-Hani propose to bring video games into science classrooms to promote culturally sensitive ethics and citizenship education. Instead of bringing ??educational?? games, Mu?oz and El-Hani take a more creative route and include games such as Fallout 3^? precisely because they are popular and they reproduce ideological and violent representations of gender, race, class, nationality, science and technology. However, there are many questions that arise in bringing these commercial video games into science classrooms, including the questions of how students?? capacities for critical reflection can be facilitated, whether traditional science teachers can take on the role of using such games in their classrooms, and which video games would be most appropriate to use. In this response, I raise these questions and consider some of the challenges in order to further the possibility of implementing Mu?oz and El-Hani??s creative proposal for generating culturally sensitive science classrooms.     

Players and thinkers and learners

The stronghold that games have on our society has made it imperative that educators understand the impact that video games can have. Owens (2012) presented two frames for how the press discussed the popular game Spore, which incorporates elements of science topics. One frame suggested that the game teaches children about intelligent design, while the other implied the game merely made students excited about science topics. While this debate is nothing new, having foundations in several theoretical perspectives; educators must identify their own perceptions of video games and how even commercial games can be used as tools for teaching.     

学习视域中的电子游戏参与动机研究综述

文章以学习理论视角对国内外围绕电子游戏参与动机展开的相关实证研究,从游戏参与动机的构成要素、游戏参与动机的影响因素,以及游戏参与动机与学习动机之间关系三个方面进行了回顾与梳理,分析其主要观点,指出其存在问题,展望该领域未来的研究方向,以期为基于游戏的学习的研究提供借鉴。     

游戏与学习研究新进展

随着计算机游戏在图形、复杂性、交互和描述等方面越来越复杂,多种类型的游戏已经在市场上占有重要地位,计算机游戏正成为文化的一部分。游戏与学习的关系成为越来越多的研究者关注的重点。本研究综述的目的是提供关于计算机游戏产业、市场和文化等现状的一个概述;对游戏与教育相关性研究的主要进展提供概览,并对该领域的相关文献进行概述;为教育研究共同体和游戏开发商等就如何在学习资源设计中使用游戏技术进行交流提供基础;为教育共同体在教育环境中使用数字游戏的讨论提供基础。同时本研究还以恰如其分的语气承认,在现有的教育体制和学习模式下,应用游戏的一些障碍和挑战。不仅如此,在这篇研究综述中,作者还为设计者、研究者和政策制定者提出了如何将游戏的一些本质特点融入学习资源和学习环境设计中的一些方法,而不仅仅是像今天教育游戏给学生提供的似乎像糖衣的"趣味性",只是使学生完全沉浸其中。     

Video games as moral educators?

The growing interest in video gaming is matched by a corresponding increase in concerns about the harmful effects on children and adolescents. There are numerous studies on aggression and addiction which spark debates on the negative effects of video gaming. At the same time, there are also studies demonstrating prosocial effects. This paper focuses on how video games, particularly massively multiplayer online role-playing games (MMOs and MMORPGs for short) that allow interaction with other players, can play a part in players' moral and character development. Although there are many games with moral content, the MMO game World of Warcraft (WoW for short) is used as an illustrative example because of its popularity, to demonstrate how players, through game content and game play, are confronted with moral dilemmas which demand decision-making, social obligations and responsibilities, perspective-taking and empathy, perseverance and delayed gratification.     

The student with a thousand faces: from the ethics in video games to becoming a citizen

Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying ??Ourselves??, we create and marginalize ??Others??. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The main focus of discussion should lie in how the ethics of video games is related to their part in the formation of the players?? citizenship. Examining several examples of electronic games, we consider how video games provide a rich experience in which the player has the opportunity to develop a practical wisdom (phronesis), which can lead her to be a virtuous being. However, they can be also harmful to the moral experiences of the subjects when they show unethical contents related to othering processes that are not so clearly and openly condemned as violence, as in the cases of sexism, racism or xenophobia. Rather than leading us to conclude that video games needed to be banned or censored, this argument makes us highlight their role in the (science) education of critical, socially responsible, ethical, and politically active citizens, precisely because they encompass othering processes and science, technology, and society relationships.     

Toward Understanding the Potential of Games for Learning: Learning Theory,Game Design Characteristics,and Situating Video Games in Classrooms

Researchers have argued that an effort should be made to raise teachers’ and parents’ awareness of the potentially positive educational benefits of playing video games (e.g., see Baek, 2008 Baek, Y.K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology & Behavior, 11, 665–671.[Crossref], [PubMed] , [Google Scholar]). One part of this effort should be to increase understanding of how video games can be situated within teachers’ existing goals and knowledge of learning and instruction. However, relatively little research on game-based learning addresses teachers (Ketelhut & Schifter, 2011), and for many a gap remains between the apparent enthusiasm of researchers and policy makers relative to the potential of educational games and the attendant practicalities of selecting and implementing video games in classroom settings. This article begins to bridge this gap by providing research-based areas of awareness and a discussion of factors that can facilitate understanding related to choosing and using video games. To this end, we show how educational games can be conceptualized from different theoretical perspectives on learning and discuss a number of essential design issues that educators should take into account when considering a video game for educational use.     

家庭游戏及面临的挑战

通过对家庭视频/电脑游戏和视频/电脑游戏设备的使用情况,对家庭视频/电脑游戏推广和使用的影响因素,如家庭经济状况、性别和年龄差异、游戏观念、游戏角色及游戏类型等进行详细地分析,指出这些影响因素决定了家庭对游戏的接受程度,也决定了家长在家庭视频/电脑游戏中所扮演的角色。家庭视频/电脑游戏也面临的诸多挑战,如游戏中的暴力内容、安全性、游戏时间与空间、健康问题和游戏的社交性等。     

宽带IP城域网典型组网法方案

本文对IP城域网体系结构及组网进行了论述,根据市场业务需求,结合现有资源状况,搭建切实可行的宽带IP城域网,该网络可为用户提供虚拟专用网业务、带宽批发业务、VOD视频点播、视频会议、互动游戏、电子商务、远程教育、远程医疗、互联网数据中心、应用出租等宽带业务．     

Video Games as Tillers of Soil

Video games are pervasive in today's culture, and the time kids spend playing them may seem, from a teacher's perspective, as time that is lost to education. Sometimes, sadly, this is true. But many good video games, although not explicitly educational in focus, provide powerful experiences that are rich fodder for subsequent instruction. Looking at game play this way—as a source of rich prior experiences that can be brought to bear to illuminate curricular concepts—frees teachers to explore the potential benefits of having a classroom full of gamers.