A Comparative Study Of The Effect Of Digital Games And Non Digital Games On The Scientific Concept Acquisition Of Primary School Students

Scientific concept acquisition is the inevitable requirement of the promotion of scientific literacy of our citizens,and game-based learning provides an important way to promote the acquisition of scientific concepts for primary and secondary school students.However,the current research on game-based learning is basically focused on digital game-based learning,and non-digital game-based learning is less concerned,comparing non-digital game-based learning and digital game-based learning is even less.By comparing the differences between digital games and physical games on the acquisition of scientific concepts in primary school students,this study helps to understand the advantages and disadvantages of different game-based learning methods and adaptive conditions,and provides guidance for teachers to use games to carry out scientific teaching practice.This study mainly uses quasi-experimental research method to carry out scientific learning comparison experiments based on digital games and physical games for 64 fourth-graders,and analyzes the differences in learners' attention,cognitive load and academic achievement in different game-based learning processes.Answer the following questions:(1)Does the way of digital game-based learning are learned help to promote the acquisition of scientific concepts for primary school students?(2)Does the way of non-digital game-based learning help promote the acquisition of scientific concepts for primary school students?(3)Which way of learning games is more conducive to promoting the acquisition of scientific concepts for primary school students?Through practical application and data collection,processing and analysis,this study draws the following conclusions:(1)Digital game-based learning and non-digital game-based learning can effectively promote the acquisition of scientific concepts for primary school students,but learners learning through non-digital game-based learning achieve significantly higher academic achievement than learners learning through digital game-based learning;(2)The cognitive load and germane cognitive load of physical game learners were significantly higher than that of digital game learners,but there was no significant difference in intrinsic cognitive load and extraneous cognitive load;(3)Both digital games and physical games contribute to increase the learner's attention,but there is no significant difference between digital games and physical games.Based on the conclusions,this study proposes optimization strategies and suggestions for digital games and physical games in terms of the advantages and disadvantages of digital games and physical games in supporting primary school students 'scientific concept acquisition.Specifically,in terms of digital games,it is appropriate to increase the difficulty of the game,increase feedback,Time,integration into virtual reality,etc.and in the physical game,it is reflected in setting the feedback function,enhancing the reward mechanism,optimizing the grade gradient and so on.In addition,this study also puts forward the applicability conditions and application principles of digital game-based learning and non-digital game-based learning,provides guidance for students to learn scientific concepts through game-based learning,and provides a new direction for the study of future game-based learning.