dc.description.abstract | The 21st century is an era of knowledge economy, and education should aim to cultivate students into knowledge talents that meet modern demands. In this age of information
explosion, traditional didactic education can no longer meet society′s requirements for innovation and critical thinking. Therefore, inquiry-based learning and knowledge building
theories have become essential directions in modern education.
Inquiry-based learning emphasizes students acquiring and deepening knowledge through posing questions, conducting investigations, engaging in collaborative learning, and reflecting on their experiences. This approach not only enhances students′ comprehension and memory but also fosters their critical thinking and problem-solving abilities. Knowledge building refers to the process where students are not just recipients of knowledge but active participants in creating new knowledge, which is crucial for today′s core competencies.
Gamification in learning incorporates game design elements into education to enhance student engagement and interest. These elements, including points, leaderboards, rewards, and
challenges, effectively stimulate students′ intrinsic motivation and encourage active participation in learning activities. Research shows that gamification in learning significantly improves students′ learning outcomes and satisfaction, particularly in enhancing learning
motivation and engagement.
Our team previously developed an inquiry-based collaborative learning system centered around ideas, in line with the Ministry of Education′s "One-Tablet-Per-Student" policy,
provided to elementary students in Taiwan for natural science classes. This study integrated gamified elements into the system, developing a second-generation gamification collaborative inquiry learning system. The system design includes anonymous virtual characters with nicknames, an achievement system such as badges and leaderboards, and pet-catching activities and personal radar charts as real-time feedback mechanisms to further enhance students′ willingness to use and motivation to learn.
The research method employed a questionnaire survey, targeting 51 fifth-grade students from an elementary school in Taiwan who had previously used the first-generation
collaborative inquiry learning system. The questionnaire used a six-point Likert scale, covering aspects such as the system′s overall perceived usefulness, perceived ease of use, intention to use, and the effectiveness of gamification elements. The research process began with a presentation of the first-generation system′s interface and operations, followed by a pre-test questionnaire. Subsequently, the second-generation gamification system was presented and used for inquiry learning, after which a post-test questionnaire was filled out. Pre- and post-test questionnaires were analyzed using paired sample T-tests in SPSS.
Preliminary results indicate that elementary students have a higher intention to use the inquiry learning system integrated with gamification elements and gave positive feedback on the new system′s gamified components. However, they hope for a more in-depth design of the gamification mechanisms, such as further development of functionalities for the pets. Future research could also explore applications across different age groups and subjects to validate its broad applicability and long-term effects. | en_US |