Gamification To Optimize Teachers’ Network Training

With the advent of the era of lifelong learning, teachers’ professional development has become the trend of the world education development. And massive teachers’ continuing education training has to depend on the way of remote training. Present teachers’ continuing education training has gradually turned to a network-based remote training. But in online training, the students demonstrate a lack of motivation and an absence of passion. Besides, the training effects are greatly weakened by their mindset of coping with the assessment, the training effect is bad subsequently. Currently, the concept of game-based learning has come into vogue. Gamification is a way that applies the game thinking and the game mechanism into the non-game field so as to attract the users. It can influence the users’psychological tendency in the field of the Internet, medical and health care, education, finance ect, thus promoting the users’participation and sharing. Training industry has always been one of the target areas of gamification. However, the researches that combining he gamification design with the network training are relatively scarce. In order to fill this blank, this article exploits a gamification case of teacher online training which is based on adopting the research method of design, consulting relevant experts and principals, and implementing the case in the2013autumn project of primary and secondary school teachers’ professional development of Zhejiang province, and the effect will be tested in three stages. Eventually, this article will construct a relatively complete gamification solution for teachers’ network training. On this basis, this paper mainly discusses the following three questions:(1) what the difference between the initial motivation and learning expectation of the students involving in the gaming case is;(2) how the satisfaction and the continuing participation intention of the students will be influenced by the gamification design;(3) how to grasp the effect of gaming case and the amendments in the perspective of the students, The results of students’initial motivation and learning expectation research found that the motivation of involving in gaming case is at upper level, and the external goal-directed dimension motives of "the secondary teachers" was stronger than "the senior teacher", and the motivation of students with network training experience are stronger than the other students on the orientation of the internal goals. The survey of students’satisfaction and continuing participation intention found that the students’satisfaction for the gaming cases is at an upper level; and it is not influenced by demographic factors; among the design factors, display and feedback are the most influential ones; the influence of target and rule, exchange and interaction, individuation are decreased successively, and the later three factors show low positive correlation with the gaming case effect; the effect of case implementation significantly influences students’ continuing participation intention. The result of in-depth interview shows that though the students are not familiar with the gamification, they are likely to support the attempt in gaming design; at last, this paper will summarize four types of gaming design factors:learning objectives, learning feedback, interactive interaction and individualized support; moreover, this paper will put forward some modification proposals in four aspects:expert guidance, learning feedback, stage design and individualized support.