Research On The Design And Application Of Scientific Inquiry Game

According to the science curriculum standards set forth by various countries,scientific inquiry is now recognized as a fundamental objective of science education.However,in actual classroom practice,the implementation of inquiry learning activities faces several challenges,such as difficulty in designing inquiry-based activities,short duration of inquiry links,low motivation of students to explore,inadequate evaluation of inquiry activities,and safety concerns associated with scientific inquiry experiments.To overcome these challenges,computer-based educational games that use virtual simulation technology have emerged as a promising solution.Although these games have the potential to address the aforementioned issues,finding a balance between "Education" and "Entertainment" elements can be challenging.Furthermore,analyzing game behavior in scientific educational games presents a unique set of obstacles.This study aims to address the challenges of effectively designing scientific inquiry games,given the research background and practical challenges discussed above.Firstly,the study draws theoretical support from relevant literature to summarize the research status of scientific educational games and game-based learning analysis.The study then elaborates on the design and application of the scientific inquiry game case "Food Scout Team," based on the four-stage design process of scientific inquiry games using the ADDIE model.The stages include front-end analysis,game design,game development,and application evaluation.The front-end analysis stage involved investigating and analyzing the teaching content of the game,the needs of game users,and the characteristics of the learners.Based on this analysis,the initial concept of the game case "Food Scout Team" was formed.The game is designed to promote the core quality of science as its teaching goal,with microbiology and food safety serving as its primary content.The game is intended for eighth and ninth-grade students and employs role-playing and puzzle-solving as its primary gameplay mechanics.In the game design stage,the study sorted out the structural relationship of supporting theories and formulated the structural design framework for scientific inquiry games.The theoretical framework of "social inquiry learning" was used as the core.Based on the module benchmark of the structural design framework,the study elaborated on the specific design of the game through the three modules of game narrative,cognitive tools,and environmental mechanisms.Ultimately,the design prototype of the game "Food Scout" was completed.In the game development stage,the study used the Unity3 D engine technology.The case development of the entire game case "Food Scout Team" was carried out from the perspectives of customer display layer,business logic layer,and data layer,in accordance with the requirements of the game design prototype.In the application evaluation stage,this study conducted a quasi-experimental research with 109 students in grades 8-9 as participants to verify the effectiveness of the self-designed game case.In the specific experimental process,the Lecky assessment model was used as the experimental evaluation framework.From the dimensions of reaction,learning,behavior,and benefit,a mixed research method combining qualitative and quantitative approaches was used to measure and analyze students’ perception of participation,knowledge level,behavioral differences,and knowledge transfer,using participant perception scales,science knowledge level tests,game behavior data mining,and delayed interviews.The results showed that after game intervention,students’ food safety knowledge level significantly improved,and most students had positive perception of participation and game behavior.According to the qualitative interview results,whether they performed well in the game or not,they all had knowledge transfer behavior.These data results demonstrated that the scientific inquiry game designed and developed in this study achieved the expected teaching goals.In addition,the study found that compared to students who did not successfully pass the game,students who successfully passed the game exhibited more positive game behavior and significant inquiry learning behavior sequences,and they had higher levels of food safety knowledge.