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Sometimes, teaching looks like rows of distracted students. Sometimes it looks like the empty black boxes of disabled web cameras. For educators, maintaining students’ attention, interest and participation can be one of your hardest tasks.
We get it. In fact, our co-founder Mads Bonde was a biotechnology professor who was struggling with disengaged students when he created Labster with Michael Bodekaer Jensen.
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
实验室supports course instruction by using some of the elements of games to help engage students in deeper learning.
“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：
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Offer engaging experiences that foster mastery learning. |
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Facilitates students’ critical thinking, problem solving, analysis, and synthesis of new knowledge. |
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斯托克学生的自然好奇心和学习的渴望 |
Labster没有：
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Drive social competition with leaderboards that show top scorers. |
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Encourage students to mindlessly collect badges. |
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激励学生为了获胜而完成虚拟实验室体验。 |
实验室gets your students involved
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.
“They’re not sitting in front of the computer watching a video of someone lecturing to them. They’re engaged, they’re playing. It’s motivating, not boring.”
-Emily Dehoff, Biology Instructor, North County Career Center Vermont
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，research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
We’ve spent years developing our virtual learning platform in collaboration with psychologists, learning specialists, and teachers, and we can see the positive impact Labster is having. Today, Labster students are motivated to learn cutting edge science by playing realistic, relatable virtual lab simulations like:
- 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.
- Parkinson’s Disease：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。
- Polymerase Chain Reaction: Solve a murder case by performing a PCR experiment to analyze blood samples.
- 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s can also repeat the virtual lab simulation from the beginning. When students successfully complete a virtual lab simulation, they receive recognition and congratulations for a job well done.
Using Constructive Sequences and the Chunking Method
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?
如果你好奇,这个表总结了游戏-like elements Labster incorporates (dimensions via Bedwell et al, 2012).
| Action Language | The student directly moves their avatar and communicates with the game (Labster’s Dr. One character) using a conversations-with-options approach.Using their avatar to get “hands on” practice, students are able to build connections between lab skills and the new concepts they acquire during the simulation |
| Assessment | 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。 |
| Conflict/Challenge | 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. |
| Control | The student can move and interact with available elements, however the freedom is limited to Labster’s linear flow of tasks. |
| Game Fiction | 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. |
| Immersion | 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。Simulation & Gaming，，，，43(6), 729-760.
Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of learning.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.
