论文标题
在3-6年级的历史实践游戏中探索玩家在幽默和snark的经历
Exploring players' experience of humor and snark in a grade 3-6 history practices game
论文作者
论文摘要
在本文中，我们将现有的历史学习游戏与活跃的受众一起使用，作为研究平台，以探索对话脚本中的幽默和“狡猾”如何影响学生对游戏的发展和态度。我们对11,804个匿名3至6年级的学生进行了2x2随机实验。使用单向方差分析和Kruskall-Wallis测试，我们发现该脚本的更改在自我报告的游戏幽默和玩家角色的可爱性中产生了可衡量的结果。不同的脚本在游戏的玩家完成或游戏中没有产生重大差异。自我感知的阅读技巧，人们认为幽默和对游戏的享受及其主要角色为游戏的进步做出了重大贡献。
In this paper we use an existing history learning game with an active audience as a research platform for exploring how humor and "snarkiness" in the dialog script affect students' progression and attitudes about the game. We conducted a 2x2 randomized experiment with 11,804 anonymous 3rd-6th grade students. Using one-way ANOVA and Kruskall-Wallis tests, we find that changes to the script produced measurable results in the self-reported perceived humor of the game and the likeability of the player character. Different scripts did not produce significant differences in player completion of the game, or how much of the game was played. Perceived humor and enjoyment of the game and its main character contributed significantly to progress in the game, as did self-perceived reading skill.
