The Application of Game-Based Teaching for Water Resources Science Learning

Abstract

It is essential to encourage scientific understanding of water resources. However, how to achieve this for different objects needs to be researched further. Therefore, the purpose of this study is to analyze the impact of game-based teaching on elementary school students’ learning satisfaction in water resources science applications. Students who take the course are asked to complete a learning satisfaction questionnaire at the end. A total of 420 questionnaires were distributed, with 388 being effective, a 92% effective ratio. The questionnaire data was used to conduct the study and analysis. The Cronbach’s α for all factors exceeded 0.7, indicating that the questionnaire items are stable and internally consistent. The results of descriptive statistics, factor analysis, independent sample t-test, regression analysis, and correlation analysis revealed that students were extremely satisfied with game-based water resources science teaching. According to factor analysis, three key factors influenced learning satisfaction: “learning style,” “learning interest,” and “learning process.” Furthermore, “learning interest” was positively related to “learning style” and “learning process,” with both having a significant effect on “learning interest.” The findings of this study also show that water resources science applications can be taught and promoted in a variety of ways.