| dc.description.abstract | With the rapid development of technology in the 21st century, scientific inquiry skills have become a core goal in cultivating innovative talents. However, current education systems face challenges in implementing scientific inquiry teaching, such as low student engagement, high learning burnout, and difficulties in knowledge application. To address these issues, this study developed an innovative scientific inquiry learning system that integrates scientific inquiry learning, gamified learning, and knowledge building. The system aims to enhance students′ learning motivation, problem-solving skills, and knowledge application effectiveness. The design incorporates gamification elements to increase learning enjoyment and sustainability, while using scaffolding theory as a support strategy to help students gradually master self-directed learning and knowledge construction skills.
Scientific inquiry emphasizes learners′ initiative and exploratory abilities, fostering critical thinking and innovative practices. Gamified learning, by incorporating game elements, effectively reduces learning burnout and enhances motivation. Knowledge building focuses on the reconstruction of knowledge through interaction and collaboration, equipping students to tackle real-world problems. However, existing learning systems often overlook the impact of burnout on learning outcomes and lack integrated studies combining gamification design and scaffolding strategies. This study addresses these research gaps by developing an innovative system to meet the needs of educational innovation.
Upon completion of system development, this study collected feedback from 42 teachers through a questionnaire survey, focusing on evaluating the system′s perceived usefulness, perceived ease of use, intention to use, and the effectiveness of scaffolding tools and gamification elements in supporting learning. Additionally, the study conducted an in-depth analysis of the impact of gamification design on enhancing students′ learning motivation and reducing burnout, while gathering teachers’ specific suggestions for system improvement. Results indicated that most teachers perceived the system positively in terms of overall technology acceptance, perceived usefulness, perceived ease of use, the support effectiveness of scaffolding tools, and the impact of gamification on student motivation. Based on these findings, this paper proposes several system optimization recommendations to further enhance system performance and provide concrete reference points for future research and practical applications in educational innovation. | en_US |