ABSTRACT The integration of digital game-based learning environment (DGBLE) enhanced by technology in recent years has been hampered by its complexity and difficulty in realistically addressing teachers’ instructional needs. The pedagogical gap between what teachers think a DGBLE can deliver and what DGBLE can actually offer remains substantial. To preliminarily address the gap, this present qualitative study adopted an end-user-development lens to understand how K-12 teachers as novice end users interpret and design game features in their DGBLEs. The design ideas, situated in teaching scientific subjects, were collected from 19 pre-service teachers in a public university in the United States by semi-structured interviews based on game features identified in the literature. The data analysis, grounded in the ARCS (attention, relevance, confidence, satisfaction) motivational design model, employed the direct content analysis method and revealed the distribution of motivational support among participants’ DGBLEs design ideas. The finding suggested that participants were more likely to incorporate intrinsic motivational support than extrinsic support in their design. This trend could compromise the motivational support of DGBLEs when students need additional extrinsic motives toward the end of learning processes. Further, the study illuminates the importance of incorporating end users’ perspectives early on in the DGBLE design process.

中文翻译：

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基于数字游戏的学习环境（DGBLE）的动机支持，由新手最终用户设计的科学主题

摘要近年来，由于技术的复杂性和难以切实满足教师的教学需求而受到阻碍，因此通过技术增强的基于数字游戏的学习环境（DGBLE）的集成受到了阻碍。教师认为DGBLE可以提供的内容与DGBLE实际提供的内容之间的教学差距仍然很大。为了初步解决这一差距，本次定性研究采用了最终用户开发的视角，以了解作为新手最终用户的K-12教师如何解释和设计其DGBLE中的游戏功能。基于科学文献中确定的游戏特征，通过半结构化访谈从美国一所公立大学的19位岗前教师那里收集了设计思想，这些思想来自于科学学科的教学。基于ARCS的数据分析（注意力，相关性，信心，动机设计模型，采用直接内容分析方法，并揭示了参与者DGBLE设计思想中动机支持的分布。该发现表明，参与者在其设计中比内在支持更倾向于包含内在动机支持。当学生在学习过程即将结束时需要其他外部动机时，这种趋势可能会损害DGBLE的动机支持。此外，该研究还阐明了在DGBLE设计过程中尽早纳入最终用户观点的重要性。该发现表明，参与者在其设计中比内在支持更倾向于包含内在动机支持。当学生在学习过程即将结束时需要其他外部动机时，这种趋势可能会损害DGBLE的动机支持。此外，该研究还阐明了在DGBLE设计过程中尽早纳入最终用户观点的重要性。该发现表明，参与者在其设计中比内在支持更倾向于包含内在动机支持。当学生在学习过程即将结束时需要其他外部动机时，这种趋势可能会损害DGBLE的动机支持。此外，该研究还阐明了在DGBLE设计过程中尽早纳入最终用户观点的重要性。