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1、A Study of Game【Abstract】GBLGBL，alsonamedseriousgame，hasbecomeprevalentinmanysubjectfields.SeveralstudiesclaimedthatGBLleadstotheimprovementincognition，learningperformance，andmotivation.Echoingsomeresearchers，fruitfulGBLresearchshouldbeconductedbyteasingouttheeffectsofspecificgamecharacteristicsinst
2、eadoftreatingGBLasahomogeneousresearchobject.Theaimofthestudyistofindoutwhetherthosegamecharacteristicslinktolearningmotivationfromalearnersexperienceandinsights，orfromateachersperspectiveandpractices.【Keywords】Game-basedlearning;learningmotivation;competition【作者簡介】钟振溢1996.07.07-，男，浙江台州人，浙江师范大学外国语学院
3、，硕士，研究方向：多媒体英语教学。TheoreticalBackgroundGame-basedlearningGBL，orseriousgames，couldbedefinedasusingonlinegamestoentertainandtoachievelearninggoals.IntheGBLapproach，thegameisalearningandplayingenvironmentthatcouldincludeelementssuchasrules，goals，outcomesfeedback，story，andcompetition.However，somearguetha
4、tsometimestheroleof“seriousgameisnotdeterminedbythedeveloper，butbytheintentionoftheplayer，becausegamessuchasGrandTheftAutocouldbeseenasaseriousgameiftheplayerusesitnotonlyforentertainmentbutalsofortrainingdrivingskills.GBLandlearningmotivationItwasmentionedinsomebooksthatfactorsinherentinmanygamessu
5、chas1goalachievement，2immediatefeedback，3easytoaccesswithdifferentdigitaldevices，and4adaptabilitytodifferentlearningstyles，maycontributetolearningmotivatione.g.D？rneretal，2021;Reinhardt，2021.However，empiricalevidenceforthemotivationalbenefitsofGBLhasbeenmuchlessconclusive.SomearguedthatGBLmayfacilit
6、atemotivationacrossdifferentlearnersandlearningsituations.ChenandLaw2021suggestedthatwhentheactivitiesarenotengagingortoodifficult，learnersmaylosethemotivationtocontinue.Woutersetal.2021reasonedthatwhileleisuregameplayerscouldchoosewhenandwhatgamestoplay，studentsinGBLoftendonothaveasimilarsenseofcon
7、trol，whichcouldreducemotivation.Thoseargumentslinktoasignificantconstructthatgaugeslearnermotivationingameplay-flowCsikszentmihalyi，1990，whic9hreferstoaninherentmotivationthatkeepsusplayingagame.CompetitionisfrequentlyintegratedintoGBL.ButnotalltheoristsagreeitisacriticalcharacteristicofGBL.Competit
8、ionhasbeenviewedasanegativeforceinlearningenvironmentsfromthelensofsocialinterdependencetheory.Researchin2004suggestedthatcompetitioningamesisnotsignificantlyrelatedtolearningoutcomes，andonlypartlyrelatedtostudentsmotivation.Thus，therelationshipbetweencompetitionfeaturesinGBLandlearningmotivationnee
9、dsfurtherdiscussion.Aimoftheinterviewandresearchquestions1.Whatistheroleofcompetitioninlearningmotivation？2.Whatareothercharacteristicsthatmaypromoteorreducelearningmotivatione.g.immediatefeedback，goalachievement，game-playflows？TheparticipantinformationRuicomesfromHunanProvince，Chinaandis22yearsold.
10、ShespeaksEnglishassecondlanguageL2andhasbeencontinuouslylearningEnglishforaround13years.In2021，shecametoAustraliastudyingMasterofEducationTESOLintheUniversityofSydney.SheaimedatbeinganEnglishteacherinEFLcontextaftergraduation.InterviewanalysisAtthebeginningoftheinterview，Ruisuggestedthatshehadhadlit
11、tlechancetospeakupandpracticeEnglishintheclass.ShehadbeenlearningEnglishforalongtimeandmostofthecoursesaimedatpassingdifferenttests.basedonthisbackground，GBLplayedanimportantroleinenhancingmotivationandshehadrecalledtheexperienceofaGBLgamecalledVocabularyCompetitionwithouthesitation.Thegameplayedint
12、heclasshadsignificantlyaffectedRuismotivationtowardslearningindifferentaspects.Sheclaimedthatcompetitioncharacteristicshadastronginfluenceonenhancinghermotivation.Notonlycansheshowherlanguageabilitytoherpeersandtheteacherintheclass，butalsocanshedoherutmostinthepracticeandfeelproudofherselfthroughach
13、ievingseveralgoalse.g.gettingahigherscorethantherival.Inlaterdiscussion，shepointedoutthatimmediatefeedbackwasanotherimportantcharacteristicaccessingsuccessfulGBL，withwhichshecouldhaveadeeperunderstandingoflearningandlongermemoryofthevocabularies.Todrawtheconclusionatthisstage，game-playflowenableslon
14、g-termconcentrationongameprocedurewhilefeedbackofGBLcouldenhancelearnersconfidenceandenthusiasm.FindingsOverall，theinterviewprovidedmuchinformationtosolvethepreviousproblemsandanswerstheresearchquestions.ItwasfoundthatGBLcouldenhancelearningmotivationwiththecharacteristicsofgame-playflow，competition
15、，immediatefeedback，andgoalachievement.Theinterviewshowedthatcompetitioncouldconsiderablyfacilitatelearningmotivation.Mainlybecausecompetitionprovidesadditionalchallengesthatresultingreaterattentionandexcitement.ItwasalsofoundthatforGBLgames，characteristicofcontroloradaptabilitywasimportantforenhanci
16、nglearningmotivation，andtheanalysisagreethat“thefreedomtochoosewhenandwhertoplayacriticalcomponentofanattractiveseriousgame.References：【1】Chen，C.，Law，V.Huang，K.Therolesofengagementandcompetitiononlearnersperformanceandmotivationingame-basedsciencelearningJ.EducationalTechnologyResearchandDevelopment，2021，674：1003-1024.【2】Chen，C.-H.，Law，V.Scaffoldingindividualandcollaborativegame-basedlearninginlearningperformanceandintri
