Gamified Learning Design for Middle School Students under the Maker Education Concept: Take Happy Tour China Game as an Example

Abstract

With the development of the Internet, more and more middle school students are obsessed with online games, causing them to become lazy about learning. In response to this phenomenon, this article attempts to combine middle school education with games and education. Under the guidance of the maker education concept, the article integrates game mechanics, game elements and design concepts into the design of the Happy Tour China game. First, it expounds the relevant meanings of distance education, gamified learning and maker education, and refines the four key factors of game protagonist, game story, game mechanism and game feedback that should be paid attention to in educational game design. Then, from the junior high school geography course materials, map terrain, natural environment, human environment and scenic spots were selected as learning content. Finally, from the perspective of situational cognition theory, experiential learning theory and generative learning theory, the educational games of Puzzle, Find Differences and Happy Play are designed to provide decision-making reference for middle school students' education.