Abstract

Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students’ understanding by employing a contextual learning approach, which allows students to apply scientific knowledge to real situations in their daily lives. The aim is to improve students’ learning experiences by moving away from rote memorization. However, if a contextual gaming approach is offered without encouraging deep reflection, students may focus solely on the game itself and overlook the importance of fully understanding the knowledge and contemplating the meaningful relationships between scientific concepts. To address this issue, for this study we developed a Concept Mapping-based Digital Game-Based Learning for Complex Chemistry Problems (short for CM-DGBL-CCP) learning system to assist students in understanding complex chemistry problems. To verify the effects of the proposed approach, the experiment was conducted in a secondary school with two groups. The experimental group with 49 students adopted the CM-DGBL-CCP learning model, while the control group with 56 students utilized the traditional digital game-based learning for complex chemistry problems (T-DGBL-CCP) learning model. The experimental results revealed that there were no significant differences between the two groups of students in terms of learning achievement and cognitive load. However, the experimental group students outperformed the control group in areas such as problem-solving tendency, scientific self-efficacy, scientific learning strategies, and the ability to use deep-level strategies to solve problems.

中文翻译：

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以结构化且有趣的方式理解复杂的化学问题：基于概念图的上下文游戏方法

摘要

许多科学概念和定理往往比较抽象，难以与现实生活问题联系起来，使学生难以掌握。因此，一些研究人员尝试通过情境学习方法来增强学生的理解，使学生能够将科学知识应用到日常生活中的实际情况中。目的是通过摆脱死记硬背来改善学生的学习体验。然而，如果提供情境游戏方法而不鼓励深入思考，学生可能会只关注游戏本身，而忽视充分理解知识和思考科学概念之间有意义的关系的重要性。为了解决这个问题，在本研究中，我们开发了一种基于概念图的复杂化学问题数字游戏学习（简称CM-DGBL-CCP）学习系统，以帮助学生理解复杂的化学问题。为了验证所提出方法的效果，实验在一所中学进行，分为两组。实验组49名学生采用CM-DGBL-CCP学习模式，对照组56名学生采用传统的基于数字游戏的复杂化学问题学习（T-DGBL-CCP）学习模式。实验结果显示，两组学生在学习成绩和认知负荷方面没有显着差异。然而，实验组学生在问题解决倾向、科学自我效能、科学学习策略、运用深层次策略解决问题的能力等方面均优于对照组。