An Empirical Study On The Design Of College Game-based Teaching Model Based On Flow Experience

Learning motivation is an important non-cognitive factor that affects students' learning behavior and learning outcomes.Among them,internal motivation is related to the development of learners' learning habits.However,some students who have many bad behaviors such as disgusting learning currently have low levels of internal motivation.Therefore,improving students' motivation level especially internal motivation has become an important issue in the study and practice of educational theory.A large number of studies have shown that the flow experience can improve students' internal learning motivation by changing students' psychological state.The gamification teaching design can enhance learning motivation by inducing flow experience.However,gamification teaching also raises the problem of increasing external cognitive load of students.This research is devoted to the construction of gamification teaching mode and empirical research to solve the problem of controlling the external cognitive load while inducing students' flow experience,thereby improving students' learning motivation and ensuring the expected learning.This study takes college students as the research object and introduces gamification teaching into the classroom of colleges and universities.Based on the relevant theoretical basis of gamification teaching,the researchers designed the principles and strategies of gamification teaching model,and constructed the gamification teaching mode of colleges and universities.Then selected the course "Learning in Intelligent Environment" of educational technology in colleges and universities for gamification teaching.On this basis,undergraduate students majoring in education technology are selected as the research object.The control group and the experimental group are set up to teach "Learning in Intelligent Environment" by the traditional teaching method and the gamification teaching method.Through the design of structured questionnaires,the students' flow experience,cognitive load and knowledge acquisition effect were investigated.Finally,through the statistical analysis of the survey data,the relevant conclusions are drawn.The paper is divided into six parts,the specific content of each part is as follows:The first part is an introduction.Firstly,this paper introduces the research background and the reasons for choosing the questions from the aspects of students' lack of motivation,gamification teaching and motivation improvement.Secondly,the research contents,research methods,research significance and research status at home and abroad are introduced.The second part is related to the theoretical basis.Firstly,the gamification and gamification teaching design is introduced.Secondly,the related theories of flow experience and cognitive load,the relationship with gamification and the measurement methods are introduced.In the third part,based on the theory of flow,the principles and strategies of gamification teaching mode design are put forward.The gamification teaching mode based on the theory of flow is constructed,and the teaching design is carried out in the case of "learning in the intelligent environment".The fourth part is about the teaching experiment research of the gamification teaching mode based on the theory of flow,from the two aspects of teaching experiment design and teaching experiment implementation.The fifth part analyzes the experimental data from the aspects of knowledge acquisition,flow experience and cognitive load,and draws conclusions.The sixth part summarizes the conclusions and shortcomings and prospects of this study.The main conclusion of this study is that gamification teaching can effectively improve students' experience of flow without increasing students' cognitive load,thereby enhancing students' learning motivation and achieving the expected knowledge acquisition effect.Teachers should pay attention to the pre-class preparation of the gamification classroom in the process of gamification teaching to avoid overly complicated gamification settings.Avoid students do not know what to do next in the classroom,and reduce their anxiety.