Contextual Educational Game Design And Application Researc

Educational games are so rich in situation and interaction,which can effectively enhance learners’ interest in learning and increase their sense of investment,thus affecting the learning effect.Educational games have vast foreground in educational research.In recent years,the applied research on the combination of educational games and specific disciplines has increased year by year,but most of them focus on computer and other skill-based subjects,and speculative subjects such as history and philosophy are rare.There are some problems in history teaching,such as lack of situation,single teaching method,boring content and so on.Therefore,combined with the characteristics of situational educational games and historical thinking ability,this study designs and develops situational educational games to achieve the following three specific goals.Combined with the training strategies of game teaching,game design and historical thinking ability,clarify the development basis of situational educational games;Based on the front-end analysis of educational games,the situational educational games are designed and developed;Design and apply teaching cases of situational educational games,collect and analyze the results.Literature research method,investigation research method and software iterative development method are used for research.Through the application of situational educational game cases,there are three results:（1）the open-ended questions of history discipline show that the learners’ scores meet the standards of proficiency and above;Descriptive statistical analysis shows that the average number of learners’ historical thinking is greater than 3,and the scores of seven levels of historical thinking are high.Therefore,situational teaching games are effective for college learners’ historical learning;The paired sample t-test of the historical thinking ability of the pre-test and post-test generally shows that the post-test has significantly improved compared with the pre-test in the five aspects of truth-seeking,system,self-confidence and maturity.（2）Correlation analysis generally shows that learners have five abilities: analysis,inquiry,maturity,seeking truth,system and self-confidence;The regression analysis shows that the regression coefficient of the system is 1.829（t = 4.301,P = 0.003 < 0.01）,and the regression coefficient of seeking the truth is 1.333（t = 3.767,P = 0.005 < 0.01）.（3）Through the gender difference test,the sample showed differences in seeking truth and maturity at the level of 10%.The samples showed consistency and no difference in open thinking,analysis,system,self-confidence and inquiry.Therefore,the conclusions are drawn:（1）situational teaching games are effective for college learners’ history learning;（2）On the whole,the ability of historical thinking will have a positive impact on the performance of college students;（3）It shows that there are differences between different genders in seeking truth and maturity,and there are no differences in analysis,system,self-confidence and inquiry.The above results demonstrate the application effect of situational educational games in history,so two suggestions are put forward: the design of history educational games should choose the appropriate content according to the analysis and maturity of learners.The development of history educational games should set interesting events according to the truth and maturity.Generally speaking,this case is relatively successful,which is conducive to the cultivation of learners’ thinking ability and provides options for the teaching methods of history.However,due to the lack of time and resources,the design of the game is not fine.The number of research samples also makes this study less representative.