Fuel Student Engagement with Labster Game-Based Learning

有时，教学看起来像是一排分心的学生。有时看起来像是残疾人网络摄像机的空黑框。对于教育者来说，保持学生的注意力，兴趣和参与可能是您最艰巨的任务之一。

我们懂了。实际上，我们的联合创始人MADS Bonde是一位生物技术教授，他与Michael Bodekaer Jensen创建了Labster时正在与脱节的学生挣扎。

这是Labster对基于游戏的学习的使用仍在帮助像MAD（和您！）这样的教育者激励和吸引学生。

实验室is as challenging as it is fun

Labster通过使用游戏的一些元素来帮助学生参与更深入的学习，从而支持课程指导。

“The goal of gamification cannot be to replace instruction, but instead to improve it.” – Richard N. Landers (Landers, 2014)

实验室is not a stereotypical learning game, nor is it “edutainment.” We use gamified learning in a different way. Labster’s virtual labs apply some of the extrinsic motivators of game-based elements while keeping the student’s focus on learning the content.

Labster确实：

	提供促进精通学习的引人入胜的经验。
	Facilitates students’ critical thinking, problem solving, analysis, and synthesis of new knowledge.
	斯托克学生的自然好奇心和学习的渴望

Labster没有：

	Drive social competition with leaderboards that show top scorers.
	Encourage students to mindlessly collect badges.
	激励学生为了获胜而完成虚拟实验室体验。

Labster让您的学生参与进来

In a traditional classroom, students can sometimes find a way to sit at the back of the class and choose not to participate. Fortunately, it’s much harder for students to disengage in Labster’s virtual laboratory where nothing happens without their active involvement.

“他们没有坐在电脑前观看一个人讲课的视频。他们订婚，正在玩。这是激励人心的，不是无聊的。”

-北县职业中心佛蒙特州生物学讲师Emily Dehoff

一个学生与Labster的每一次互动都会影响他们在游戏中的进步。实际上，研究表明我们的虚拟实验室模拟引起了高水平的集中和参与。华体会赞助ac米兰

收听Labster播华体会体育最新版本app客|游戏化学习情节

实验室increases motivation with techniques borrowed from game development

我们花了多年的时间与心理学家，学习专家和老师合作开发虚拟学习平台，我们可以看到Labster的积极影响。如今，Labster学生通过演奏现实，相关的虚拟实验室模拟来学习尖端科学，例如：华体会赞助ac米兰

• 免疫学简介: Learn how researchers across the planet work together to save the world from pathogenic infections – from the perspective of the pathogen!

• Next Generation Sequencing: Reconstruct the physical appearance of an ancient man from Greenland using DNA analysis.

• 帕金森氏病：使用液相色谱法评估祖母帕金森氏病的有前途的治疗方法。

• 聚合酶链反应：通过执行PCR实验来分析血液样本来解决谋杀案。

• Redox Reactions: Build your own battery to power an electric car by discovering the chemical reactions that power batteries.

These storylines are just one aspect of Labster’s advanced learning engine. We also use action language, missions fraught with conflict and challenge, an immersive environment, game-based rules, embedded assessment, and 3D animations. Each dimension of gamification provides another hook that engages students in the learning experience.

Learning with Labster is integral, not an add-on

“随着时间的推移，出现了两类游戏化。In the first case, someone makes a game and then tries to integrate learning, like “oh, we can add gamification to it.’ This can be a good stepping stone, but the true benefit comes from actually integrating the learning into the game so you learn as you play.”

- Labster联合创始人Mads Bonde

让学生自由失败

为学生提供“失败自由”（Tsay等，2018）是Labster最重要的游戏功能之一。当学生选择对嵌入式测验问题之一的错误答案时，他们会收到即时的反馈（包括鼓励阅读理论页面的鼓励），并有机会略微降低点值。

学生还可以从一开始重复虚拟实验室模拟。当学生成功完成虚拟实验室模拟时，他们会得到认可并祝贺做得好的工作。

使用建设性序列和块方法

We want to help your students understand each concept by creating digestible chunks of active learning and presenting them in a constructive sequence that builds on prior knowledge. Every virtual lab simulation contains a series of missions that comprise a clear goal and tasks which work towards attainment.

实验室presents easier tasks first so students can learn the basics and parameters of the simulation. With repetition and fail-based learning, students are soon able to navigate the virtual laboratory. Labster then gradually increases the level of complexity. It is very common for simulation missions to progress from concept exploration, to skill development, to knowledge application.

Which gamified elements does Labster use?

如果您很好奇，此表总结了类似游戏的元素Labster（通过Bedwell等人，2012年的尺寸）。

Action Language	学生直接移动他们的头像，并使用与选项的对话方法与游戏（Labster的Dr. One角色）进行交流。使用他们的头像进行“动手”练习，学生能够在实验室技能和模拟过程中获得的新概念之间建立联系
评估	嵌入式测验使学生能够衡量自己的成就和朝着目标的进步。它们被用来允许学生进步。
冲突/挑战	The student is given a mission to perform and is challenged by quiz questions as they play, prompting them to find answers by reading the Theory pages, making choices and evaluating consequences.
控制	学生可以移动并与可用元素进行交互，但是自由仅限于Labster的线性任务流。
游戏小说	The student’s role and mission are imaginary and challenges are fraught with uncertainty. Labster uses the context of a realistic story to involve students in a mission. They learn new information which is presented in the Theory Pages within the user interface.
浸没	Imaginative environments and storylines create an opportunity for students to suspend their disbelief and immerse themselves in the information presented. The student plays the role of hero and is able to influence the outcome of events.
规则	实验室is built on a series of missions with clear rules and goals that are communicated before activity begins and throughout the simulation.

尝试实验室

如果您是一名科学讲师，正在寻找创造性的方法来进一步吸引学生的好奇心和学习动力，我们邀请您参加尝试Labster。

本文中的参考文献：

Bedwell，W。L.，Pavlas，D.，Heyne，K.，Lazzara，E。H.和Salas，E。（2012年）。迈向将游戏属性与学习联系起来的分类学：一项实证研究。模拟与游戏，，，，43（6），729-760。

Landers，R。N.（2014）。发展游戏理论：将认真的游戏和学习游戏化联系在一起。模拟与游戏，，，，45（6），752-768。

Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study.计算机与教育，，，，121，1-17。