Abstract
Digital educational games face challenges in integrating into authentic classroom contexts. Employing a design-based research methodology, this study developed a vector digital game targeting Chinese high school students, and implemented it in school classrooms over three iterative cycles. Empirical data on knowledge acquisition, learning motivation, cognitive load, and interviews was collected. The analysis results indicate that blended classrooms integrating digital games can enhance students’ vector learning. The three iterations gradually balanced the game and educational aspects of learning, achieving positive outcomes. Three critical balances for blended classroom integrating game design are proposed: balancing time allocation between online gaming and offline teaching, balancing freedom of teachers’ instruction and students’ playing, balancing game elements with educational elements in game technology itself.
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Acknowledgements
Foundation: General Program of National Natural Science Foundation of China in 2023 “Research on the Key Technology and Tool Development of Spatial Ability Assessment Based on Video Games” (No: 62377001).
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**ang, M., Zhang, L., Wang, X., Shang, J. (2024). Integrating a Digital Math Vector Game into a Blended Classroom: Technological and Instructional Design Principles. In: Ma, W.W.K., Li, C., Fan, C.W., U, L.H., Lu, A. (eds) Blended Learning. Intelligent Computing in Education. ICBL 2024. Lecture Notes in Computer Science, vol 14797. Springer, Singapore. https://doi.org/10.1007/978-981-97-4442-8_12
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