学龄前儿童益智游戏中的情感体验研究

The Emotion Experience of Preschool Children in Educational Games

目的设计更符合学龄前儿童特点的建构玩具,使得学龄前儿童在投入积木建构游戏中得到更好的情感体验,达到更好的学习效果。方法采用实验观察法、个别测查法,邀请了61名4~6岁幼儿参加积木建构游戏测试。全程录像15 min,记录幼儿的情绪体验评分、情绪变化的原因、情绪平均值、搭建技能水平、游戏时间、遇到的问题等。根据情绪体验编码绘制曲线图,将幼儿游戏情绪分为3种典型类型,采用统计分析法发现专注型幼儿搭建技能显著高于其他类型,将游戏中儿童主观情绪变化的原因进行编码及提炼,归纳出建构类益智游戏情感体验的6个设计原则及其影响的有效性,并通过正在进行的概念智能积木玩具设计案例进行验证。结论从设计心理学视域对学龄前儿童游戏中的情感体验进行量化分析与设计研究,提炼出3种典型的游戏情感体验类型,并考察游戏搭建水平与情感体验类型的关联性,最终提出儿童建构类益智游戏的情感体验设计原则,将符合儿童情感体验机制的玩具注入到游戏的设计中,加速儿童的沉浸式游戏体验。

The aim of this research is to provide a better emotional experience for pre-school children to play building blocks games, to achieve better Learning effect for preschool children, and to design toys that matching with the characteristics of them. The study is using experimental and observation method and individual test method,which selects 61 children aged 4-6 years old who are invited to participate in building block game test. In the study is constantly filmed about 15 minutes in order to record the score of the emotional experience with the children, the reasons of their emotional changes, the average score of emotional, the skill level of building, the time of complete the game and the problems which children encounter. According to the code of emotional experience to make a curve drawn and we divide the children＇s game mood into three typical types. Subsequently, the researchers use statistical analysis to find that the ability of dedicated children is significantly higher than other types Finally, it analyzes the causes of the changes in the subjective emotional of children in the game, and sums up the six design principles and the effectiveness of the influence of the educational game and applied in one intelligent block toy design of conceptual prototype to verify the theory. It analyzes the emotional experience of preschool children from the perspective of design psychology to study the relationship between the level of game skills and the emotional experience, and puts forward the principle of emotional experience design for the children＇s educational game. The designer will be consistent with the children＇s emotional experience of the game into the game design processes, in order to accelerate the child＇s immersive gaming experience.