Year: 2024
Type: conference-paper
Abstract: Purpose The purpose of this paper is to identify the need to introduce gamification method to enhance learning efficiency of historical and cultural knowledge of contemporary Chinese youth, as well as regain their enthusiasm in traditional culture studies. Methods The real state of the history learning of adolescents was examined, the history teaching model and the gamified incentives system were logically deduced with reference to the existing theories, and the GPBL was codified. Subsequently, the Usability test of SUS (System Usability Scale) along self control and a set of utility tests are incorporated to verify the paradigm. Conclusion based on the analysis it is safe to conclude that the adolescent GBHL paradigm indeed produces a certain positive effect on the participants’ game experience and the cognitive performance of the historical learning process. On the same note, some of the difficulties that may cause some restrictive factors are also examined, together with the direction of the future research and outlook; strong evidence is offered to support the use of gamified history teaching and more innovations in line with the needs of current Chinese youths in their learning of history.
Authors: Tianchen Chen, Haiyang Niu, Xin Zhao, Jinyi Zhang
Institution: Tianjin University of Technology and Education
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4411088560