本研究聚焦大学生学习背景下的教育游戏，以真实网络游戏为平台，选取40名大学生为被试，采用2(性别：男、女）×2（化身形象：英语水平高、英语水平低）两因素被试间设计，探讨游戏化身形象对化身认同和英语学习自我效能感的影响，以及化身形象对不同性别个体的化身认同和英语学习自我效能感的影响。实验结果表明：（1）化身形象对英语学习自我效能感影响显著，使用英文水平高化身的被试，游戏后测的英语学习自我效能感显著高于使用英文水平低化身的被试。（2）化身形象对化身认同的理想化认同影响显著，相比于英语水平低的化身，被试更认同英语水平高的化身。(3)性别对化身认同影响显著,当化身形象均为英文水平高或英文水平低的化身时,女性被试表现出了更强的化身认同。

This research focuses on educational games in the context of college students ’learning, using real online games as a platform to design experiments to explore the effects of game avatar image on avatar identity and English learning self-efficacy, as well as avatar identity on individuals of different genders and English learning self-efficacy. The results showed that: (1) avatar academic self-efficacy significant impact on the English learning.Participants who use high-level English avatars have significantly higher post-game English self-efficacy than those who use low-level English avatars. The level of English is shaped and expressed by the character profiles read before the game. (2) The avatar image has a significant influence on the idealized identity of the avatar identity. Compared with the avatars with low English proficiency, the subjects agreed with the avatars with high English proficiency. (3) Gender has a significant influence on avatar identity. Female subjects have significantly higher avatar identity than male subjects.