杂志文章%@ 2291- 9279% I JMIR出版物%V 10 %卡塔尔世界杯8强波胆分析N 3 %P e32095 %T迁移的逃生室式教育游戏到在线环境:设计思维方法论%A Videnovik,Maja %A Vold,Tone %A Dimova,Georgina %A Kiønig,Linda Vibeke %A Trajkovik,Vladimir %+挪威应用科学大学商业管理和组织研究系，邮编400,Elverum, 2418, Norway, 47 97064109，tone.vold@inn.no %K数字游戏%K逃生房间%K计算思维%K游戏化%K学生参与%K互动学习环境%K严肃游戏%K数字健康%K教育%K学生教育%K学习成果%K数字学习%K数字教育%K教育游戏%D 2022 %7 26.9.2022 %9原创论文%J JMIR严肃游戏%G英语%X背景:新冠肺炎疫情的爆发，导致教育领域突然发生变化，学校停课，转向网络教学，这对教师和学生构成了巨大挑战。实施充分的在线教学方法，在教学过程中整合不同的数字工具，已成为教育系统的优先事项。如何保持学生对学习的兴趣和坚持是在线教育面临的一个重要问题。将学生的精力和热情用于教育目的，建立具有吸引力和互动性的学习环境的一个可能方法是使用基于游戏的学习活动，并将教育过程的不同部分游戏化。目的:本文介绍了一个使用设计思维方法将逃生室式教育游戏移植到网络环境中的用例。我们想要证明设计思维方法对于创造具有教育价值的吸引人且激励人的在线游戏是有用的。方法:从学生的角度出发，我们创建了一个简单的数字逃生室风格的游戏，让学生有机会按照自己的节奏自我评估他们在计算机科学方面的知识。 Students tested this prototype game, and their opinions about the game were collected through an online survey. The test's goal was to evaluate the students' perceptions about the implemented digital escape room–style educational game and gather information about whether it could achieve students' engagement in learning computer science during online teaching. Results: In total, 117 students from sixth and seventh grades completed the survey regarding the achieved student engagement. Despite the differences in students’ answers about game complexity and puzzle difficulty, most students liked the activity (mean 4.75, SD 0.67, on a scale from 1 to 5). They enjoyed the game, and they would like to participate in this kind of activity again (mean 4.74, SD 0.68). All (n=117, 100%) students found the digital escape room–style educational game interesting for playing and learning. Conclusions: The results confirmed that digital escape room–style games could be used as an educational tool to engage students in the learning process and achieve learning outcomes. Furthermore, the design thinking methodology proved to be a useful tool in the process of adding novel educational value to the digital escape room–style game. %M 36155979 %R 10.2196/32095 %U https://games.www.mybigtv.com/2022/3/e32095 %U https://doi.org/10.2196/32095 %U http://www.ncbi.nlm.nih.gov/pubmed/36155979