范围窄、数量 少、时间短
游戏的难度适应性
客观性受限
游戏探究设计
严密性缺乏
参考文献
[3]Bowman,R. F. 1982. A Pac-Man Theory of Motivation.Tactical implications for classroom instruction. Educational Technology, 22(9):14-17. [4]Amory,A. & Seagram,R. Educational Game Models: Conceptualization and Evaluation. South African Journal of Higher Education [J]. 2003,17(2):206-217. [5] 解素敏,马红亮,马颖峰.教育网络游戏和商业网络游戏的比较分析[J].中小学电教, 2021,(1): 94-95. [6]马红亮,马颖峰,郑志高,贺宝勋. 美国Games-to-Teach工程概述及启示[J].开放教育研究 ,2021(5):102-107. [7]马颖峰,贺宝勋. 网络游戏式活动课程——游戏与教育结合的平衡点探微[J].现代教育技术 .2005,(6):35-38. [8] Graham Cooper. Research into Cognitive Load Theory and Instructional Design at UNSW [A]. School of Education Studies[C]. The University of New South Wales, Sydney, Australia.1998:11. [9]石向实.皮亚杰的图式理论[J].内蒙古社会科学,1994.3. [10] Jeroen,J. G. ,Van. Merrienboer. &Paul Ayres.Research onCognitive Load Theory and Its Design Implications for E-Learning [ J]. Educational Technology Research andDevelopment, 2005,53(3):6-8.