计算机冒险游戏的教育意义外文翻译资料

A Computer Adventure Game
As A Worthwhile
Educational Experience

SHIRLEY GRUNDY

University of New England, New South Wales

Computers arc typically utilized in schools and classrooms in two distinct ways. Either they are employed as part of a program aimed at teaching about computers or they are an integral part of the learning program of the classroom. Eaton and Olson designate these modes of utilization as “computer as subject and computer as an instructional tool” (1986, p. 342). Adventure games have become a popular form of educational software used in both of these situations. Fasano notes that “computer games and curriculum for problem-solving are burgeoning areas in education and seem to be promising, although time and research investments will tell” (1988, p. 59). The study reported here is part of this research investment, for it focusses upon the potential of an adventure game to provide worthwhile learning experiences.

This investigation is also part of a wider study of the language used by students and teachers when a computer is part of the learning environment. In the study an adventure game was used as a vehicle for the exploration of classroom talk. This paper examines aspects of the game itself as well as teachersrsquo; and students rsquo; talk in order to provide a basis for making judgments about the educational worth of the learning experiences which the game was able to open up for the students. This is a case study, and hence no claims of a generalizable nature are made.

As previously noted, computer-related education involves either teaching about or teaching through computers. Computer adventure games can be used in both instances. They have data bases that can be manipulated in order to solve problems. Used in this way, adventure games provide an example of the potential of computers for use in complex problem-solving situations. When the computer is integrated into the classroom program, and used as a tool of learning, the adventure game can enhance the information base and activity opportunities available in the classroom. The computer, through the means of an adventure game, should increase the potential for meaningful learning by students.

The adventure game “Where in the World Is Carmen Sandiego?” The game is of the “cops and robbers” genre and has a number of identifiable components: the assignment, the chase, the clues, and the arrest. “Carmen Sandiego” is designed to be used in conjunction with print media as well as bull; information contained within the data base of the computer game.Geographical knowledge and concepts can be developed through the use of this game. In this study knowledge was classified under the major conceptual headings of national identifiers (e.g., flags, currency, major cities), cultural identifiers (e.g., leaders, religion) and spatial relationships geographical and temporal proximity).The game provides many opportunities for the acquisition of new words (e.g., Aztec, Shinto, rupees). There is also other specialized language, such as specific “crime” terms (e.g., warrant, Interpol).is not specifically designed for classroom use; however, as it is being used as educational software in many classrooms, an analysis of its educational potential is important.

If an adventure game is to be used for educational (as opposed to recreational) purposes, then we need to ask questions about the nature and worth of that educational experience. A framework for considering the educational worth of this adventure game was constructed upon Hirst and Petersrsquo;s (1970) conceptual definition of education.Given this concept of education, it was possible to ask of the adventure game: What desirable states of knowledge and understanding would playing this game provide for elementary school students.The following educational expectations were deduced from the nature, form, and content of the game:

• as it is a computer game, it could be expected to provide opportunity for the acquisition of knowledge about computers.
• as it is an adventure game, it could be expected to provide the possibility for success.
• as factual knowledge is important to the gamersquo;s solution, it could be expected to provide opportunities for the acquisition of knowledge.
• as the game is problem based, it could be expected to provide opportunities for the encountering of problem-solving situations and strategies for solutions.

On the basis of this conceptual analysis of the gamersquo;s educational possibilities, the following criteria relating to educational worth were developed:

• for increased familiarity and facility with computers
• for successful learning experiences
• for the acquisition of knowledge
• for the development of literacy skills
• for the development of problem-solving strategies
• to encounter problem-solving situations

What, then, are we to conclude about this game as an educational experience? There is no doubt that it has many commendable features. We have noted, for instance, that by incorporating a computer into the game, it provides a medium for children to understand more of the functions of computers. The game format provides the opportunity for students to enjoy a successful, enjoyable, and creative learning experience. Being information-based, it provides the opportunity for the acquisition of knowledge, unlike purely fantasy-based adventure games; it also provides a variety of meaningful reading opportunities. As well, by presenting students with problem situations, the game provides opportunities for the development of problem-solving strategies. Given the analysis presented in this paper, it can be concluded that “Where in the World Is Carmen Sandiego?” is a good example of this genre of educational software.

However, as has also been noted throughout the analy

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计算机冒险游戏的教育意义

雪莉·格伦迪

新南威尔士新英格兰大学

计算机通常以两种不同的方式在学校和教室里使用。要么作为计算机教学计划的一部分，要么作为课堂学习计划的组成部分。伊顿和奥尔森将这些利用模式指定为“计算机作为学科和计算机作为教学工具”(1986年，第342页)。冒险游戏已经成为一种受欢迎的教育课件方式在这两种情况下使用。Fasano指出:“用于解决问题的电脑游戏和课程很有希望成为教育领域的新兴领域，这一点将会被时间和研究投资将证明。”(1988年，第59页)。这篇研究报告所阐述的内容便侧重于冒险游戏的潜力，以及提供有价值的学习经验。

这项调查也是对计算机是学习环境一部分，也是学生和教师之间进行沟通学习的一部分。在学习中，一个冒险游戏被用作探索课堂交流的工具。本文从游戏本身、教师和学生的交流等方面对游戏进行考察，以判断游戏能够为学生打开的学习体验的教育价值提供依据。

如前所述，与计算机相关的教育包括关于计算机的教学或通过计算机进行教学，恰好算机冒险游戏可以在这两种情况下使用。它们拥有可以解决问题的数据库。通过这种方式，证明了冒险游戏可以在突破学习问题的情况下具有潜力的一个例子。当计算机被集中到课堂使用中作为学习工具时，冒险游戏可以增强课堂上可用的信息库和活动机会。计算机通过冒险游戏的方式，提高学生学习知识的欲望与潜力。

冒险游戏《卡门·圣地亚哥到底在哪里?》，这是关于“警察与强盗”类的游戏，其中有许多部分组成：任务、追捕、线索和逮捕。“卡门·圣地亚哥”的开发加入了许多地理知识和新的概念。如：各个国家的国旗、具有代表性的城市、国家领导人等。同时也给学生提供学习新单词的机会（例如，阿兹特克语，神道教，卢比）。还有一些专业术语，例如具体的“罪行”术语（例如，搜查令、国际刑警组织）。虽然不是专门为课堂使用而设计的，但是，它却被用于许多教育软件中，可见还是具有重要的教育意义。

如果冒险游戏被用于教育目的（而不是娱乐），那么我们需要进行一些关于教育体验的性质和价值的研究。基于Hirst和Peters(1970)对教育的概念定义，我们构建了一个框架来考虑这款冒险游戏的教育价值。有了这个教育的概念，我们就可以得知冒险游戏会给学生带来什么样的教育意义。从游戏的性质、形式和内容得出以下预期效果：

• 由于以计算机为载体的游戏，那么必然可以获得基础的计算机操作知识。
• 作为一款冒险游戏，所以它具有一定的挑战性。
• 日常常识是非常重要的游戏构成，因此可以作为学习基本常识的途径之一。
• 冒险游戏具有探险、解密的特点，使学生处理问题时沉着冷静，锻炼思维并积极获得对策。

在冒险游戏的教育意义可能性分析的基础上，制定了以下有关的教育目标：

• 提高对电脑的熟悉程度和熟练程度
• 为了获得成功的学习经验
• 为了获得知识
• 培养学生的读写能力
• 发展解决问题的策略
• 遇到解决问题的情况

那么，作为一种教育经验，我们该如何总结这款游戏呢？毫无疑问，它有许多值得赞扬的特点。例如，通过计算机游戏与教学的结合，给学生提供了一种新学习渠道，同时，让他们更多地了解计算机的功能。游戏也为学生提供了享受成功、愉快和创造性学习体验的机会。同时它以获取知识为目的，而不像纯粹幻想的冒险游戏。同时，通过向学生展示问题情境，游戏为学生提供了发展问题解决策略的机会。通过本文的分析，我们可以得出这样的结论：“卡门·圣地亚哥到底在哪里?”是这类教育软件的一个很好的例子。

然而，正如在整个分析过程中也注意到的，游戏本身并没有达到一个有价值的教育体验的特定标准。因此，虽然具有向学生介绍计算机的数据库功能的特点，但教师往往排斥这种做法。

这些批评都没有涉及到游戏作为一种娱乐追求。然而，很明显，如果这个或其他类似的电脑游戏是用于教育目的，那么要么需要内置额外的教育组件，要么教师需要积极构建相关的学习体验，从而促进有价值的学习。因此，教育学至关重要。

参考文献

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