大班纸牌游戏开展现状的调查研究外文翻译资料

Maria Kordaki: A Constructivist, Modeling Methodology For The Design Of Educational Card Games

原文作者 Maria Kordaki 单位 University of the Aegean, University Hill

外文文献出处：

Dept of Cultural Technology and Communications, University of the Aegean, University Hill, Mytilene, 81100, Greece

附外文文献原文：

This paper presents a specific modeling methodology for the creation of educational card games. This methodology is based on the creation of the following three models: (a) the model of the subject matter; including all aspects of the learning subject in question, (b) the learners model; including learners non scientific conceptions about the aforementioned learning subject, and (c) the learning model; consisting of an appropriate learning strategy for the learning of the subject in question through cardgame play, taking into account basic social and constructivist views of learning in combination with as well as key structural characteristics of games which can contribute to players engagement. Based on the aforementioned methodology, the design of various types of cards is proposed.

外文文献译文：

本文提出了一种教育卡游戏制作的具体建模方法。该方法建立在以下三个模型的基础上：（a）主题模型；包括问题学习主题的所有方面；（b）学习者模型；包括学习者对上述学习主题的非科学概念；（c）学习模型；包括适当的学习策略，通过纸牌游戏学习相关主题，考虑到基本的社会和建构主义学习观，结合游戏的关键结构特征，有助于玩家的参与。在上述方法的基础上，提出了各类卡片的设计方案。

附外文文献原文：

Constructivist approaches towards learning emphasize that it is important for the learners to actively creating their knowledge instead of being passive receptors of information (Jonassen, 1999). To this end the role of engaging learners in meaningful and enjoyable learning activities is also acknowledged as crucial (Jonassen, 1999; Land and Hannafin, 2000). Games are argued to be an appropriate means to center the learner, making it possible to learn in a meaningful way, to emphasize problem solving, and to approach learning as an active process of understanding (Prensky, 2001). Games can provide students with strong motivation to be actively engaged in their learning (Malone and Lepper, 1987). More specifically, seven factors which include both individual and interpersonal factors have been postulated to promote intrinsic motivation. The individual factors are challenge, curiosity, control, fantasy, competition, cooperation and recognition. Many of these factors could be triggered by the use of games (see, e.g., Egenfeldt-Nielsen, 2006; Prensky, 2001). Games also provide a meaningful context for students because the outcome, winning or losing, can be important to them (Ainley, 1990). This motivation to succeed (Anderson and Kamii, 2003) stimulates students to learn the concepts in focus by connecting with previous experiences, both inside and outside the classroom. In addition, games not only provide a source of strong motivation for student engagement in learning, but they can also essentially encourage students social, emotional and cognitive development (Kamii amp; DeVries 1980).

外文文献译文：

建构主义学习方法强调学习者主动创造知识而不是被动接受信息是很重要的（Jonassen，1999）。为此，让学习者参与有意义和愉快的学习活动的作用也被认为是至关重要的（Jonassen，1999年；Land and Hannafin，2000年）。游戏被认为是以学习者为中心，使学习变得有意义，强调解决问题，并将学习作为一个积极的理解过程的适当手段（Prensky，2001）。游戏能给学生提供积极参与学习的强烈动机（Malone和Lepper，1987）。更具体地说，七个因素包括个人因素和人际因素被假定为促进内在动机。个体因素包括挑战、好奇、控制、幻想、竞争、合作和认同。许多这些因素都可能是由游戏的使用引发的（参见，例如，Egenfeldt Nielsen，2006；Prensky，2001）。游戏也为学生提供了一个有意义的环境，因为胜负的结果对他们很重要（Ainley，1990）。这种成功的动机（Anderson and Kamii，2003）通过与以往课堂内外的经验相联系，激发学生学习重点概念。此外，游戏不仅为学生参与学习提供了强大的动力来源，而且还可以从本质上鼓励学生的社会、情感和认知发展（Kamiiamp;DeVries 1980）。也许，皮亚杰作品最常见的教育含义是，游戏对儿童的发展很重要（皮亚杰，1945/1962）。此外，对游戏和游戏的研究表明，玩家可以达到一种“流动”状态（Csikszentmihalyi，1990）。流动是一种在本质上令人愉快的活动中的深度吸收状态，类似于艺术家或运动员专注于他们的表演或表演。处于这种状态的人认为他们的表现是令人愉快和成功的，而且这种活动被认为是值得为自己而做的，即使没有达到进一步的目标。事实上，基于游戏的学习方法带来了参与和成就感（Rajaravarma，2005）。适当设计的纸牌游戏也被提到建构主义学习的适当类型的教育游戏中（Kamiiamp;DeVries，1980）。

附外文文献原文：

Based on the above, a concrete 7-step methodology for the design of constructivist card games is described in the following section.

Step 1: Definition of the subject matter model and of the students model:Based on the modeling methodology described above, the specific concepts in question and the appropriate learning activities as well as the specific student difficulties that should be overcome during card game-play have to be clearly addressed.

Step 2: Definition of the aims of the card game play: Based on both, the subject matter model and the students model, the aims of the game should be explicitly defined.

Step 3: Definition of appropriate card game-play learning activities: Here, the design of various appropriate card game-based activities for the learning of the concepts in question while at the same time helping students overcome major difficulties is essential. Examples of such activities are: card-classification activities, asking/answering questions, rejection of non-appropriate cards etc.

Step 4: Definition of specific card game-play activities to help students overcome their difficulties:Here, the definition of the students difficulties or alternative ideas for the learning of the concepts in question is necessary.

Step 5: Definition of the kind of motivation should be provided for the students during card game-play: Here one can d

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A Constructivist, Modeling Methodology For The Design Of Educational Card Games

Abstract

This paper presents a specific modeling methodology for the creation of educational card games. This methodology is based on the creation of the following three models: (a) the model of the subject matter; including all aspects of the learning subject in question, (b) the learners model; including learners non scientific conceptions about the aforementioned learning subject, and (c) the learning model; consisting of an appropriate learning strategy for the learning of the subject in question through cardgame play, taking into account basic social and constructivist views of learning in combination with as well as key structural characteristics of games which can contribute to players engagement. Based on the aforementioned methodology, the design of various types of cards is proposed.

1. Introduction

Constructivist approaches towards learning emphasize that it is important for the learners to actively creating their knowledge instead of being passive receptors of information (Jonassen, 1999). To this end the role of engaging learners in meaningful and enjoyable learning activities is also acknowledged as crucial (Jonassen, 1999; Land and Hannafin, 2000). Games are argued to be an appropriate means to center the learner, making it possible to learn in a meaningful way, to emphasize problem solving, and to approach learning as an active process of understanding (Prensky, 2001). Games can provide students with strong motivation to be actively engaged in their learning (Malone and Lepper, 1987). More specifically, seven factors which include both individual and interpersonal factors have been postulated to promote intrinsic motivation. The individual factors are challenge, curiosity, control, fantasy, competition, cooperation and recognition. Many of these factors could be triggered by the use of games (see, e.g., Egenfeldt-Nielsen, 2006; Prensky, 2001). Games also provide a meaningful context for students because the outcome, winning or losing, can be important to them (Ainley, 1990). This motivation to succeed (Anderson and Kamii, 2003) stimulates students to learn the concepts in focus by connecting with previous experiences, both inside and outside the classroom. In addition, games not only provide a source of strong motivation for student engagement in learning, but they can also essentially encourage students social, emotional and cognitive development (Kamii amp; DeVries 1980). Perhaps, the most common educational implication of Piagets work is, that play, is important for childrens development (Piaget, 1945/1962). Moreover, research into games and play has demonstrated that players can attain a state of flow (Csikszentmihalyi, 1990). Flow is a state of deep absorption in an activity that is intrinsically enjoyable, similar to when artists or athletes are focused on their play or performance. Individuals in this state perceive their performance to be pleasurable and successful, and the activity is perceived as worth doing for its own sake, even if no further goal is reached. In fact, the game-based learning approach brings with it the involvement and the excitement of accomplishment (Rajaravivarma, 2005). Appropriately-designed card games are also mentioned among the appropriate types of educational games for constructivist learning (Kamii amp; DeVries, 1980). For example, card games meet several -National Council for Teachers of Mathematics- standards, such as number and number of relationships (NCTM 2000-2004). Effective use of card games is reported in the learning of various curriculum subjects such as: Chemistry (Pieroni, Vuano and Ciolino, 2000), Physics (Smith and Muhro,

2009), Language (McGraw, Yoshimoto and Seneff, 2009), Computer Science (Baker, Navaro amp; van der Hoek, 2005; Kordaki, 2011), Financial studies (Chandra, Herman, Kim, Lau, Murad, Pascarella, Wu, Preston amp; White, 2006) as well as Mathematics, (Bright, Harvey, amp; Wheeler, 1985; Anderson, amp; Kamii, 2003; Ng, Bin, Pat and Teo, 2007). Despite the above, a methodology for the design of educational card games taking into account modern social and constructivist views of learning has not yet been proposed. Thus, the aim of this work is to provide a concrete and documented methodology for the design of card games taking into account the aforementioned constructivist views of learning. This methodology is described in the next section of this paper. An example of the design of a card game for the learning of basic aspects related to thermal phenomena by fifth grade pupils is also reported.

2. A modeling methodology for constructivist card game design

Modelling methodologies had already been successfully used in the design of educational software (Kordaki amp; Potari, 1998; Kordaki, 2010). In this paper, a modelling methodology has been formulated for the design of educational card games. This methodology has considered the design of three models, namely: (A) the model of the subject matter. This model consists of the basic concepts of the learning subject in question as well as the basic tasks which are considered as appropriate to be realized by the students in order to grasp these concepts, (B) the learners model that includes the students non-scientific conceptions regarding the aforementioned learning concepts. These misconceptions could be investigated through specific empirical studies as well as from investigations of the literature, and (C) the learning model consisting of an appropriate learning strategy through card-game play. In the design of the learning model, various aspects of social and constructivist views of learning (Jonassen, 1999; Vygotsky 1974) were taken into account, namely, the essential role of: (a) learners motivation through the use of: (i) familiar and

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