BackgroundTeaching climate change is difficult. Its complexity spans many subjects, often taught disjointedly. Many climate change effects are not immediately observable, making it hard for students to connect to it personally.AimThis study investigates how we can spark high school students’ interest in learning about climate change using educational computer games.MethodWe adopted a qualitative case research design to understand how games boost students’ drive and their role in motivating them. We selected a high school teacher and her eight students as our subjects, interviewing them in person. We analyzed their responses were using Keller’s ARCS Theory of Motivation Model and blending deductive and inductive methods.ResultsThe findings were encouraging: games positively impacted students’ interest in climate change. They transformed the learning atmosphere into a concentrated, captivating space where the content was seen as tough yet enjoyable. Moreover, the games helped students make real-world connections, enhancing their understanding and appreciation of the topic.ConclusionEducational games are a powerful tool in motivating students to learn about climate change science. Hence, educators should be ready to harness the games’ power to create immersive, fun, and stimulating learning environments.

中文翻译：

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高中生通过教育电脑游戏学习气候变化科学的动机

背景 气候变化教学很困难。它的复杂性涉及许多学科，而且常常是杂乱无章的。许多气候变化的影响并不能立即观察到，这使得学生很难亲自联系到它。目的这项研究调查了如何利用教育电脑游戏激发高中生学习气候变化的兴趣。方法我们采用了定性案例研究设计来了解游戏如何提高学生的动力及其在激励学生方面的作用。我们选择了一位高中老师和她的八名学生作为研究对象，对他们进行了亲自采访。我们使用凯勒的 ARCS 动机理论模型并结合演绎和归纳方法分析了他们的反应。结果结果令人鼓舞：游戏积极影响了学生对气候变化的兴趣。他们将学习氛围转变为一个集中、迷人的空间，其中的内容被认为是艰难而有趣的。此外，游戏帮助学生建立现实世界的联系，增强他们对主题的理解和欣赏。结论教育游戏是激励学生学习气候变化科学的有力工具。因此，教育工作者应该准备好利用游戏的力量来创造身临其境、有趣和刺激的学习环境。