【摘要】 在教育游戏环境中,探讨不同玩家的成就目标对学业情绪的影响将有助于教育游戏的情感化设计。请36位玩家对6款电子游戏的教育性进行评价,将他们的评测分数与量表相对照,最终选择"平衡球"、"极速拯救"和"逻辑之门"作为本研究的实验环境。随机测量300名在校大学生的成就目标定向,并从中选择40名被试参与后续实验,测量教育游戏过程中他们的学业情绪。研究结果显示,在三款不同类型的教育游戏中,成就目标与学业情绪均存在不同程度的相关关系:掌握趋近目标与积极高唤醒度情绪存在明显的正相关,与消极情绪成明显的负相关;掌握回避目标与积极低唤醒度情绪存在负相关,与消极高唤醒度情绪成明显的正相关;成绩趋近目标与积极高唤醒度情绪存在明显的正相关关系,与消极情绪成明显的负相关关系;成绩回避目标与消极高唤醒度情绪成明显的正相关关系,与积极高唤醒度情绪成明显的负相关关系。更多还原

【Abstract】 Investigating how the achievement goals affect the players’ academic emotions in educational games may contribute to the emotional design.As a sample,36 players are recruited to evaluate six electronic games on training players ’ abilities. After we compared their averaged evaluation scores with related scale,three games,including "Balance","Rescue" and "Gates of Logic",are chosen as experimental environment.300 college students are tested on achievement goals and 40 participants are tested on academic emotions in educational games.Results of this study reveal some relations between gamers ’ achievement goals and academic emotions,such as a positive correlation between mastery-approach goals and positive-high arousal emotions,mastery-avoidance goals and negative-high arousal emotions,performance-approach goals and positive-high arousal emotions,performance-avoidance goals and negative-high arousal emotions;a negative correlation between mastery-avoidance goals and positive-low arousal emotions,mastery-approach goals and negative emotions,performance-approach goals and negative emotions,performance-avoidance goals and positive-high arousal emotions.更多还原