A Study On Game Design To Improve Primary School Students’ Traffic Safety Awareness

With the rapid development of China’s economy and society,the rapid popularity of cars and non-motorized vehicles in China,the number of rising,making China’s road traffic conditions increasingly complex,and children as a vulnerable group in society,physiological and psychological are not yet mature,very vulnerable to road traffic injuries,according to the WHO statistical report,road traffic accidents have become an important threat to the lives of children aged 5-17 years old safety However,China’s safe traffic education for primary school students has not kept pace with social development,and the teaching method is traditional and inefficient,which cannot assess the ability of primary school students in safe traffic and effectively enhance their awareness of safe traffic.This study aims to improve elementary school students’ awareness of safe traffic through educational games,to achieve the teaching effect of learning by doing and learning through assessment,to drive elementary school students’ independent inquiry learning,and to understand their real level through the teaching effect.Through research analysis and literature discussion,this study compares the current situation,educational content,awareness cultivation and cognitive characteristics of elementary school students’ safe traffic,and analyzes the feasibility of applying educational games to elementary school students’ safe traffic education by exploring the characteristics,theoretical basis and design strategies of educational games,and selects the contextual cognitive theory as the theoretical guide for the design of educational games in this study,and constructs a game design process for elementary school students’ safe traffic education.Through analyzing the physiological,psychological and cognitive characteristics of elementary school students,selecting suitable teaching contents,clarifying teaching objectives and extracting knowledge points,researching and designing the game as a whole,specific elements,scenarios,task settings and feedback mechanisms according to the design process,finally transforming it into a game and developing and implementing it with the context engine,and after iterative testing After iterative testing,the game was applied to teaching practice,and the experimental group was set up to test the game before the paper-and-pencil test and the control group to test the game after the paper-and-pencil test,and cross-analysis experiments were conducted to test the effectiveness of the design results in improving and evaluating elementary school students’ safety traffic awareness compared with the traditional paper-andpencil test by comparing the average scores of the results and the before-and-after scores.Through the cross-tabulation analysis,we learned that the game scores were not necessarily higher for those with high paper and pencil scores,but the paper and pencil scores were significantly improved after the game test,indicating that by transforming the traditional knowledge assessment into an educational game,elementary school students can By transforming traditional knowledge assessment into educational games and allowing elementary school students to learn independently and explore in the knowledge context,we can effectively assess the knowledge mastery level of elementary school students and enhance their awareness of safe transportation through learning by doing,which can solve the problems of inefficient and boring traditional teaching methods and poor learning effects.