华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2023, Vol. 41 ›› Issue (6): 108-117.doi: 10.16382/j.cnki.1000-5560.2023.06.009

• 美育 • 上一篇    下一篇

审美动机：教育游戏的张力与困局——破茧而出的自主学习新纪元

刘革平1, 陈笑浪1, 黄雪2   

  1. 1. 西南大学教育学部智慧教育研究院，重庆 400715
    2. 重庆青年职业技术学院，重庆 400700
  • 接受日期:2022-12-09 出版日期:2023-06-01 发布日期:2023-05-30
  • 基金资助:
    国家社会科学基金重大项目“审美主客体相互作用的中介范式及心脑机制研究”（19ZDA043）的子项目“美育中介范式与心脑机制”；西南大学创新研究2035先导计划（SWUPilotPlan002）

Aesthetic Motivation: Tension and Dilemma in Educational Games : A New Era of Autonomous Learning

Geping Liu1, Xiaolang Chen1, Xue Huang2   

  1. 1. Smart Education Institute, Faculty of Education, Southwestern University, Chongqing 400715, China
    2. Chongqing Youth Vocational & Technical College, Chongqing 400700, China
  • Accepted:2022-12-09 Online:2023-06-01 Published:2023-05-30

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摘要：

教育游戏也称“教育电子游戏”或“电子教育游戏”，是智慧教育产业发展中热点。电子游戏令人迷恋，但加上“教育”二字后在应用层面却遭遇了重重阻碍。游戏审美动机理论揭示了喜欢玩游戏是人类的天性，人们自愿遵循一定的规则（社会性），然后享受游戏中的自由、想象、创造和愉悦。网络调查显示电子游戏业界对诱发形式审美动机的视听觉因素等尤其关注；而国内外教育游戏的应用研究，无论对形式或是内涵审美动机的关注都存在盲点。近年来，元宇宙概念的提出和国家智慧教育平台的开设，为泛在学习和自主学习的未来提供了新的可能。与此同时，教育游戏的从业者和应用者，包括游戏厂商与设计者、教育管理者、教师、家长和学生，也都有必要提高审美与人文素养，以此催生出高品质的教育游戏在应用层面走出困局，释放出更大的育人潜力。

关键词: 教育游戏, 电子游戏, 审美动机, 自主学习

Abstract:

Educational games, also known as educational electronic games or electronic educational games, are hot spots in the development of smart education industry. Video games are fascinating, but with the addition of the word “education”, they encounter many obstacles at the application level. The theory of game aesthetic motivation reveals that it is human nature to like playing games. People voluntarily follow certain rules (sociality), and then enjoy the freedom, imagination, creation and pleasure in games. The online survey shows that the video game industry pays special attention to audio-visual factors that induce formal aesthetic motivation. However, there are blind spots in the research on the application of educational games at home and abroad, both in terms of form and connotation aesthetic motivation. In recent years, the concept of meta universe and the establishment of the national intelligent education platform have provided new possibilities for the future of ubiquitous learning and autonomous learning. At the same time, practitioners and users of educational games, including game manufacturers and designers, educational administrators, teachers, parents and students, also need to improve their aesthetic and humanistic qualities, so as to promote high-quality educational games to get out of the difficulties at the application level and release greater educational potential.

Key words: educational games, computer games, aesthetic motivation, independent learning