Gamified Teaching Design And Application Based On Self-Determination Theory

In basic education classrooms,the gamified instructional model of "learning through play" is best suited to the psychological characteristics of primary school students.However,teachers often encounter various problems when using gamification in education,such as low student engagement,externalized learning motivation,and poor learning outcomes.This has made gamified instruction one of the teaching methods that is loved by teachers and students but difficult to apply effectively.Therefore,how to make reasonable use of the attractiveness of games to promote internalized learning motivation,improve learning efficiency,and perfect the teaching process has become an urgent problem.Based on this,this study analyzes gamification in education and the self-determination theory,introduces the Dick Carey instructional design model,and develops a gamified instructional model based on the self-determination theory.The study then designs a teaching case for the first-grade Chinese language curriculum based on the developed model,conducts teaching practice research in a first-grade class of a primary school in a certain city,and finally carries out an application effect analysis of the practice results to verify the effectiveness and feasibility of the model.The main work is reflected in the following aspects:(1)Examining the quality of the classroom and the drive of the pupils to learn.The relevant data on the current state of Chinese gamification teaching and students’ level of learning motivation in the lower primary grades were collected and analyzed using the questionnaire survey method and interview method in order to understand the attitude of teachers and students toward gamified teaching,the implementation status of gamified teaching,and the efficacy of gamified teaching.(2)Construction of gamified instructional model based on self-determination theory.This study introduces the Dick Carey instructional design model and,based on the analysis of the self-determination theory and gamification in education,combined with the current situation of gamified instruction in Chinese language education for lower-grade primary school students and their learning motivation levels,constructs a gamified instructional model based on the self-determination theory.(3)Teaching case design based on gamified instructional model.Based on the gamified instructional model built on the self-determination theory,this study proposes a gamified instructional design process based on the self-determination theory.The study selects five lessons,"One Minute," "Dragon Boat Festival Rice Dumplings," "Stationery’s Home," "The Animal Kingdom’s Conference," and "Four Suns," from the second volume of the primary school Chinese language textbook published by the Ministry of Education,and designs gamified instructional cases for each lesson.(4)Implementation and impact analysis of a case study in gamification education.In this study,self-determination theory-based gamified teaching scenarios are deployed in the classroom,and the impacts on student successes,learning motivation,and classroom performance are analyzed using questionnaire surveys and classroom observation approaches.The study on the use of the gamification teaching model based on self-determination theory in language education in the lower elementary grades led to the following conclusions:The gamified teaching model based on self-determination theory helps to improve student’s learning motivation and promote motivation internalization.Contribute to improving learning outcomes and promoting students’ understanding of knowledge;It helps to enhance students’ interest in learning and create a relaxed and pleasant learning atmosphere.As a result,the self-determination theory-based gamified teaching method not only has high practical value for teaching Chinese in primary schools but also has some r eference value for teaching other subjects.This means that it will have some reference significance for teachers who implement gamified teaching in the future.