Research on Knowledge Learning and Game Design in Chemical Education Games Based on 134 Chinese and Foreign Literature
WEN Jin-Ju1, QIAN Yang-Yi1**, WU Si-Min1, ZHANG Jia-Yu1, TAN Yu-Ling2
1. School of Chemistry, South China Normal University, Guangzhou 510006, China; 2. The Affiliated High School of Lingnan Normal University,Zhanjiang 524048, China
Abstract Using the content analysis method, 134 literature on chemical education games from both domestic and foreign countries were encoded, and frequency statistical analysis was conducted on three dimensions: “knowledge theme” “knowledge type” and “gameplay design”, attempting to explore the relationship between knowledge learning and gameplay design in chemical education games. Research has found that the current chemical education games have rich knowledge themes, and the knowledge content has characteristics such as high abstraction, low visualization, high difficulty in memorization, and strong hands-on operability; Different types of knowledge can be transformed into corresponding gamified elements; The three main game attributes and functions of “game type, behavior rules and teaching rules” are different, and game design needs to balance the three. Finally, it is proposed to expand the possibilities of the game and enrich the knowledge content, use the results of the game wisely, from the class to the science popularization and other prospects.
WEN Jin-Ju, QIAN Yang-Yi, WU Si-Min, ZHANG Jia-Yu, TAN Yu-Ling. Research on Knowledge Learning and Game Design in Chemical Education Games Based on 134 Chinese and Foreign Literature[J]. Chinese Journal of Chemical Education, 2023, 44(21): 113-120.
