现代教育技术2026，Vol.36Issue(9)：24-33,10.DOI:10.3969/j.issn.1009-8097.2026.09.003
基于数字教育游戏化的心理韧性培育—评估一体化工具构建与检验
Construction and Validation of an Integrated Tool for Resilience Cultivation and Assessment Based on Digitial Educational Gamification
摘要
Abstract
Psychological resilience serves as a vital positive psychological resource for individuals to cope with stress and challenges.Traditional offline cultivation suffers from high costs,limited coverage,and difficulties in quantitative process assessment.Grounded in the Recovery and Resilience in Entertaining Media Use Model(R²EM),this paper constructs an integrated intervention-assessment gamified tool for resilience cultivation,Journey of Mental Recovery,by adopting the dual pathways of"hedonic entertainment-psychological detachment"and"eudaimonic entertainment-resource acquisition"and mapping psychological protective factors including cognitive flexibility,optimism,connectedness,and perseverance into game takes.A randomized controlled trial(N=53)with a 2(group:game vs.video)×2(time:pretest vs.posttest)mixed design is adopted to evaluate its intervention effects.The results show that the gamified intervention significantly improves psychological resilience(pretest M=87.00,SD=11.02;posttest M=92.00,SD=13.41),and its effect is markedly better than that of the video intervention(posttest M=84.28,SD=5.97).The XGBoost model built upon in-game narrative assessments and behavioral logs achieves favorable predictive performance for poststtest resilience(regression R²=0.89,classification accuracy=0.94).This research proposes an operational framework spanning theoretical constructs,tool design and evidence-based assessment,and provides empirical support for process evaluation and individualized feedback in digital resilience cultivation.关键词
心理韧性/教育游戏化/严肃游戏/娱乐媒体使用韧性模型/机器学习Key words
psychological resilience/educational gamification/serious game/recovery and resilience model in entertainment media/machine learning分类
社会科学引用本文复制引用
倪士光,高阳,林煜东..基于数字教育游戏化的心理韧性培育—评估一体化工具构建与检验[J].现代教育技术,2026,36(9):24-33,10.基金项目
本文受深圳市自然科学基金重点项目"青少年发育和情感障碍疾病机制和诊断研究"(项目编号:JCYJ20241202124000001)、北京高校思想政治工作研究课题重点项目"数智时代大中小学心理健康教育一体化"(项目编号:BJSZ2025ZD02)资助. （项目编号:JCYJ20241202124000001）
