ABSTRACT Research skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller’s Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills.

中文翻译：

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研究生的基于游戏的学习：对教学研究技能的教育游戏的实证研究

摘要研究技能以对学生有意义并且对研究实践产生持续影响的方式进行教学具有挑战性。本文研究了有效学习和深入理解研究生研究技能的建构主义和体验策略，并提出了基于游戏的学习（GBL）解决方案。设计并迭代开发了一个名为“如何使研究学位失败”的（非数字）游戏。游戏玩法循环分析可识别各种学习和游戏机制，并根据GBL理论将其上下文化。对游戏玩法的评估（n = 127）证明了有效的预期学习成果和积极游戏体验的传递是基于凯勒的注意力-相关性-信心-满意度（ARCS）模型的。讨论表明游戏具有很高的认知真实性，高度依赖导师的协助，会在知识和信心之间造成压力，并且适用于多个领域和学习情况。提议GBL是教授高级功能学习成果（例如学术研究技能）的原始且有效的方法。