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摘要
游戏化已成为当代教育领域的一项突出创新，但其对教育工作者专业主体性实践的影响仍未得到充分探讨。因此，关于Kahoot等在线游戏化应用如何塑造教育工作者在高等教育语境中感知、理解和实践其专业自我的动态方式，目前所知甚少。 本项定性研究采用“知”（认识论）、“在”（本体论）和“行”（实践论）的三元框架，通过视觉诱发访谈和远程观察，对中东某高校的十位讲师进行了研究。 分析揭示了塑造教育工作者主体性的三个关键主题：创建和分享测验内容；顺应机构文化；以及通过游戏化学习将学生“ infantilize”。 研究结果表明，Kahoot影响了这些教育工作者对专业角色的认知与履行方式，使他们能够将自己定位为富有创造力的内容开发者及与机构理念保持一致的实践者，同时也引发了人们对高等教育背景下适当教学方法的关注。 本研究展示了游戏化应用如何积极塑造高等教育的专业主体性，并强调成功的游戏化需要同时审慎考量机构支持与教育工作者的能动性。此外，研究结果为专业发展、机构政策以及在当代高等教育多元文化语境中审慎整合游戏化提供了重要启示。
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Author Contributions
Natalie-Jane Howard: Conceptualization, Methodology, Investigation, Writing – Original Draft. Elizabeth J. Cook: Writing – Review & Editing, Visualization. All authors have read and approved the final version of this manuscript.
Acknowledgments
We would like to sincerely thank the participants in this study and the anonymous reviewers for their time and helpful feedback. Ethical Statement As this study involved human participants, ethical approval was obtained from the research site’s institutional review board prior to data collection. All participants received a detailed information sheet and provided written permission by signing a consent form, for both interviews and observations. The participants were informed they could relinquish their consent at any time if they felt uncomfortable or did not wish to continue.
Educator Professional Subjectivities in Gamification: … (Natalie-Jane Howard & Elizabeth J. Cook, 2025)
Funding
This research received no specific grant from any funding agency in the public, commercial, or not-forprofit sectors.
View statement in PDF · PDF page 13Competing Interests
The author declares no competing interests.
View statement in PDF · PDF page 13Generative AI Disclosure
No generative AI or AI-assisted technologies were used in the writing of this manuscript.
View statement in PDF · PDF page 13参考
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Natalie-Jane Howard, Elizabeth J. Cook