Design And Application Of Complex Skills Learning Tasks For Vocational College Students From The Perspective Of Embodied Cognition

With the development of technologies such as the metaverse and artificial intelligence,and the growing demand for learning through fun,game-based learning has become a hot topic of interest and support for researchers and policy makers at home and abroad.Despite the proven positive effects of game-based learning,learners face new challenges in it due to the complexity and autonomy of the environment,especially in that self-regulation of learners in the environment is difficult to generate spontaneously and requires interventions to stimulate and sustain it.Therefore,supporting learners’ self-regulation and investigating the mechanisms that influence it have become key issues in the field of game-based learning.This study reviews the current stage of self-regulation research in game-based learning and constructs a framework for empirical research on self-regulation in gamebased learning.Based on a systematic review of 21 international empirical studies,the types,approaches,and support stages of self-regulation interventions in game-based learning environments,as well as the elements of self-regulation evaluation,data sources,and analysis methods are summarized.The review found that 1)the support approaches for self-regulation in game-based learning environments mainly include three types of support: providing external scripting tools,creating internal game mechanisms,and training metacognition before playing;2)the evaluation orientation focuses on the frequency,validity,and orderliness of self-regulation,and also on the effectiveness of the support interventions and the influence mechanisms of each element variable;3)the evaluation approach based on self-report is still the mainstream form,but log files,physiological acquisition,and multi-modal analysis evaluations are also emerging.In addition,the study found that there is a lack of completeness and periodicity in self-regulation support and relies mostly on summative subjective reports in mechanism exploration,lacking process real data,and other problems.Based on this,this study proposes design principles and a framework for selfregulation support in game-based learning.The design principles include four aspects:1)completeness,providing support for the whole process from task understanding,plan development,execution monitoring to self-reflection;2)dynamism,providing dynamic and personalized support,providing personalized strategy tips according to players’ different states and manipulated by players autonomously;3)contextuality,supporting tools in the form of integrating into the game’s story context to reduce interference with players;4)Integration,focusing on the "dual-track" support of knowledge and skills and game tasks.Based on the dual perspective of game and learning,this study constructed a "dual-track" support framework for self-regulation of game-based learning,including four stages: task understanding,goal planning,execution monitoring,and self-reflection.Then,the study designed and developed a role-playing educational game on its own and added value-added functions of self-regulation to the game under the guidance of the above principles and framework.The following four stages were included: 1)providing task outlines,strategy descriptions,etc.to facilitate task understanding;2)using time calendars and task systems,etc.to help learners set goals and plans;3)giving visual feedback such as task information and answer information to help learners monitor the game status and learning situation;4)stimulating learners’ self-reflection through question prompts,etc.The design and development of the game have been modified in several rounds and tested by experts,and it has been unanimously affirmed to be scientific.Finally,this educational game was used as an experimental vehicle to further investigate the mechanism of self-regulation support in game-based learning on learners’ emotions,learning outcomes,game experience,and cognitive processes using multimodal data such as eye-tracking,facial expression recognition,and log files.The results of the study showed that 1)self-regulation support had a significant enhancement effect on learners’ metacognitive strategy level and a significant reduction effect on the bias of self-judgment;2)self-regulation support could significantly enhance migration test performance and immersion and significantly reduce negative emotion without compromising learners’ game experience;3)self-regulation support could promote information organization and integration of cognitive processes;4)There is a correlation between behaviors in different stages of self-regulation and learning outcomes,cognitive processes,and emotions.This study concludes that game-based learning is an exciting and promising area of research in the field of learning and cognitive science.It provides a vehicle for the practical testing of self-regulation models.In turn,self-regulation can be translated into theoretical support for the design of game-based learning environments,and there is room for further exploration of the integration and development of the two.