High School Chemistry Concept Gamification Instructional Design With Practical Research

In recent years,with the deepening of research on human learning processes,scholars have found that the key to achieving deep learning lies in creating a good learning environment,establishing a complete learning ecosystem,and inspiring students’ learning motivation and sense of belonging.The 2020 revised version of the new curriculum standard clearly states that high school chemistry courses are an important way to enhance students’ core literacy,cultivate their innovative spirit and practical ability.Therefore,combining games with chemistry teaching to provide students with a free,open,and exploratory virtual world,giving students multiple identities in the game world,and cultivating students’ critical thinking by transforming different identities has become a hot topic in the field of education research.Although gamification has been favored by education researchers since 2012,the difficulty and technical requirements of game development have always limited the development of educational games.However,the continuous iteration of science and technology and the standardization of graphic editing and game theory have lowered the threshold for game design,and gamification has once again attracted the attention of education researchers.Therefore,this study aims to introduce gamification into high school chemistry concept teaching and conduct research through the following aspects:(1)Through searching relevant literature on Web of Science and CNKI,and combing literature,the research found that foreign research focuses mainly on the basic theoretical research and practical research of educational games,while domestic research pays more attention to the design and application of educational games,with less research on the implementation of gamified teaching in conceptual teaching.Based on reading a large number of literature,the purpose of this study is to select appropriate core concepts,design teaching cases,and explore the impact of gamified teaching on students’ conceptual understanding and high-level ability development,in order to provide useful reference for future teaching practice.(2)After an in-depth exploration of the basic theoretical research on gamified teaching at home and abroad,this study further defined and combed related concepts.Starting from perspectives such as "needs hierarchy theory","flow theory","multiple intelligence learning theory",and "implicit theory",principles applicable to the design of gamified teaching were constructed,mainly including three aspects: objectives,activities,and evaluation.In addition,the specific situation of gamified teaching practice was also thoroughly understood through questionnaire surveys and teacher interviews,in order to better guide this study.(3)After a thorough review and analysis of the relevant concepts in the compulsory chemistry course for high school,and in combination with Zhong Xiaoyuan’s research on core concepts,this study identified "atomic structure" and "periodic table of elements" as the teaching content.Based on design principles,two teaching cases were independently designed,namely "Escape from the Colorful House" and "When You Become Mendeleev",and were implemented.The students’ development was comprehensively evaluated through questionnaires and post-class tests,in order to provide useful references for teaching practice.(4)According to the survey results,72% of students believe that gamified teaching has a positive effect on helping them understand the learning content,while72.05% of students stated that gamified teaching has a significant performance in improving classroom efficiency.In addition,76.34% of students believe that gamified teaching can enhance classroom communication,and 83.70% of students hope that gamified teaching can be promoted and applied.Furthermore,the average scores of the experimental class in two classroom tests were higher than those of the control class,further proving that gamified teaching has significant advantages over traditional teaching.Practical research has shown that gamified teaching design for high school chemistry concepts is feasible and can achieve the concept of "fun learning" teaching.Through gamified teaching,students’ emotions are fully stimulated,thereby enhancing their desire to learn and achieving deep learning.In addition,successful cases of gamified teaching also provide important references for high school teachers in teaching.However,this study still has issues such as a small sample size and short research time,and further in-depth and expanded research is needed to improve the research results and better promote the development of gamified teaching.