青少年正处于建立自身价值观的时期。在此期间，对青少年进行规范主题的教育，帮助其更好地理解规范的外在含义与内在机理，能帮助其建立更牢固的、理性正确的价值观。传统教育方式囿于书本，强调结论，缺乏对规范原理相关内容的生动讲解。为了能让青少年更好地理解规范相关的概念，如社会中规范的产生，演化，以及人际信任的形成过程，本研究进行了如下工作：1. 基于探索性解释理论，提出一套教育性模拟游戏设计框架。2. 通过该理论框架，设计并开发了一款主题教育游戏《Mini-Norms》。游戏的教育主题为规范博弈，玩家在游戏中不仅作为个体，参与到环境中进行各种博弈行为，也作为宏观调控者，调整整体的支付，收益计算方式，从而获得对学习主题的更深刻认识。3. 设计随机对照试验，利用主观量表与客观评测，对学习者的学习效果，学习体验，学习主动性进行了分析与有效性验证。实验结果表明，与传统的授课式教育相比，基于游戏的主题教育在学习效果，学习体验，学习主动性上均呈现出显著性差异，证明了游戏的积极作用。4. 根据实验结果与半结构化访谈的结果，对设计模型与游戏进行了改进。本研究的创新成果如下：1. 设计创新：提出了一种基于“探索性解释”思想的模拟游戏设计框架。该框架从四个层次对游戏的目标规划、机制设计、体验设计、迭代方式等内容进行指导。基于此框架设计并开发了游戏，并对框架进行了迭代。该框架可为其他主题的教育游戏提供理论与应用研究参考。2. 技术与应用创新：在游戏内将有限状态机与遗传算法结合，实现了对 NPC行为的演化，对模拟类游戏内 AI 的设计与实现进行了探索。NPC 的行为由状态机驱动，而状态机的参数由遗传算法控制，遗传算法会根据自身表现决定适应度，适应度低的个体会从适应度高的个体上进行“策略”的学习，从而体现出规范动态演化的过程。
Adolescents are in the period of establishing their values. During this period, education on norms of behavior helps young people to better understand the external meaning and internal mechanisms of norms, and helps them to establish more solid and rationally correct values. Traditional education methods are limited to books, emphasize conclusions, and lack vivid explanations about the principles of norms. In order to provide adolescents with a better understanding of norm-related concepts, such as the emergence of norms in society, their evolution, and the process of forming interpersonal trust, this study has been conducted as follows: 1. propose a set of educational simulation game design framework based on explorable explanations theory. 2. Through this theoretical framework, a thematic educational game "Mini-Norms" was designed and developed. The educational theme of the game is normative gaming, in which players not only participate in various gaming behaviors in the environment as individuals, but also act as macro regulators, adjusting the overall payment, the way of calculating benefits, so as to gain a deeper understanding of norms. 3. A randomized controlled trial was designed to analyze and validate the learning effect, learning experience, and learning initiative of learners using subjective scales and objective assessments. The experimental results showed that compared with the traditional lecture-based education, the game-based theme-based education showed significant differences in learning effectiveness, learning experience and learning initiative, which proved the positive effect of games. 4. Based on the experimental results and the results of the semi-structured interviews, the design model and the game were improved. The innovations of this study are as follows: 1. Design innovation: A simulation game design framework based on the theory of "explorable explanations" was proposed. The framework guides the game from four levels: goal planning, mechanism design, experience design, and iteration method. Games based on this framework were designed and developed, and the framework was iterated. The framework can provide theoretical and applied research reference for educational games of other themes. 2. technical and application innovation: the game combines finite state machine and genetic algorithm to realize the evolution of NPC behavior, and explores the design and implementation of AI in simulation games. the behavior of NPCs is driven by state machine, and the parameters of the state machine are controlled by genetic algorithm, which decides the degree of adaptation according to its own performance, and individuals with low degree of adaptation will learn from individuals with high degree of adaptation. "The genetic algorithm determines the fitness based on its own performance, and individuals with low fitness learn from those with high fitness, thus reflecting the process of dynamic evolution of the specification.
