Research On Design And Application Of Mathematics Gamified Learning Resources In Deaf Schools Based On Flow Theory

With the rapid development of information technology,China has begun the era of education informatization 2.0.Among them,all kinds of special education schools,like ordinary schools,have also begun the construction of education informatization 2.0.Through on-the-spot experience and surveys,it is found that there is a big gap between the expectations of deaf school middle school students for digital learning and the digital learning support that is suitable for this particular group,and high-quality digital learning resources are particularly lacking.In view of this problem,this study analyzes the teaching of mathematics courses that are generally difficult for deaf students under the guidance of flow theory and cognitive load theory,and proposes a design plan for mathematics learning resources for deaf students.Through in-depth classroom discussions and exchanges with teachers and students of deaf schools,it was found that deaf students generally feel difficult in math learning and have unsatisfactory grades.The reasons are roughly as follows:First,the cognitive characteristics of deaf students and the memory of deaf students Keep time short,incomplete cognitive structure,weak language comprehension ability,and slow thinking development;the second is the problem of teacher team,the professional structure of school teachers is unreasonable,and the professional growth of teachers is slow;the third is the problem of textbook system,the connection between junior high school and high school textbooks insufficient.In terms of learning resources,teachers and students in deaf schools both use ordinary high school resources.There is a problem that the content of learning is too difficult,and the digital resource presentation is difficult to match the cognitive style of deaf students.The questionnaire survey also reflects that the deaf students have weak motivation in mathematics learning and insufficient digital resources for learning.Aiming at the problems of deaf students in mathematics learning,combining the physical and psychological characteristics of deaf students,design and develop gamified learning resources to improve the trigonometry problem solving ability and mathematics learning interest of deaf students.The form of gamification can improve the learning motivation of deaf students.The flow theory provides a theoretical basis for the gamification of resources.The state of flow reflects the sense of experience when deaf students use gamified learning resources.The cognitive load theory Restructuring the learning content reduces the cognitive load of deaf students and provides theoretical guidance.The development of gamified learning resources uses the currently widely used software-Storyline,which is simple to use and powerful,and is the only choice for high-quality digital resource production.The effectiveness of the gamified learning resource developed by this institute was tested after being applied in the second grade of the deaf school.The research object is 36 people.In this study,this resource is mainly used as an independent learning resource to consolidate knowledge.Finally,the three research hypotheses of this study have been effectively tested through the data collected in this case application.The conclusions of the study are as follows:(1)Gamified resources are conducive to mathematical learning for deaf students.(2)Low intrinsic cognitive load helps deaf students learn mathematics.(3)The state of study with a high level of flow is conducive to mathematical learning for deaf students.This study aims to explore the real problems of deaf school students in mathematics learning,and proposes a compensation scheme for gamified learning resources to improve the learning motivation and problem-solving level of deaf students,and bridge the learning gap between deaf students.The design model of gamified learning resources for deaf students constructed in this study will be of reference to the front-line teachers in deaf schools.The developed gamified learning resources have a higher application value in deaf schools,and also provide digital learning for deaf schools.Resource construction provides new ideas.