通过儿童设计想法分析，提炼28个教育机器人游戏趣味要素。
What Makes an Educational Robot Game Fun? Framework Analysis of Children's Design Ideas
- 基于儿童焦点小组，用框架分析法挖掘趣味点。
- 发现28个可融入机器人教育游戏的趣味元素。
- 为反欺凌角色扮演游戏设计提供趣味性指导。
乐趣能激发学习动机、促进主动参与并提升知识留存。随着社交机器人作为教育工具日益普及，如何利用其独特优势创造乐趣变得至关重要。本研究探讨了社交机器人参与的教育游戏中乐趣的概念，以支持名为REMind的机器人辅助角色扮演游戏的设计，该游戏旨在鼓励儿童对同伴欺凌行为进行旁观者干预。为将乐趣元素融入REMind设计，我们开展了以用户为中心的研究-设计（RtD）研究，通过儿童焦点小组深入理解其对乐趣的感知。我们采用框架分析法，结合LeBlanc的游戏愉悦分类体系，识别出28个可融入机器人辅助游戏的乐趣要素。本文呈现观察结果，讨论其对REMind设计的影响，并为使用社交机器人的趣味性教育游戏设计提出建议。
原文摘要 · Abstract (English)
Fun acts as a catalyst for learning by enhancing motivation, active engagement and knowledge retention. As social robots gain traction as educational tools, understanding how their unique affordances can be leveraged to cultivate fun becomes crucial. This research investigates the concept of fun in educational games involving social robots to support the design of REMind:a robot-mediated role-play game aimed at encouraging bystander intervention against peer bullying among children. To incorporate fun elements into design of REMind, we conducted a user-centered Research through Design (RtD) study with focus groups of children to gain a deeper understanding of their perceptions of fun. We analyzed children's ideas by using Framework Analysis and leveraging LeBlanc's Taxonomy of Game Pleasures and identified 28 elements of fun that can be incorporated into robot-mediated games. We present our observations, discuss their impact on REMind's design, and offer recommendations for designing fun educational games using social robots.
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