作者：尚俊杰，黄文丹，李秀晗

出版刊物：International Journal of Science and Mathematics Education

出版时间：2026年

内容摘要：

Gamified project-based learning (GPBL) is an innovative pedagogy that combines the core principles of Project-Based Learning (PBL) with engaging games or gaming elements to enhance student motivation, participation, and learning outcomes. This study investigated the impact of GPBL compared with traditional PBL on students’ academic performance and learning motivation in elementary mathematics classes. Conducted over 2 weeks with 48 sixth-grade students in China, a quasiexperimental design was applied with an experimental group and a control group, each experiencing 10 learning sessions. Pre- and post-assessments measured students’ mathematics achievement and motivational shifts, revealing that GPBL enhanced both academic outcomes and motivational dimensions significantly more than PBL did. Qualitative analysis of interviews with students and teachers highlighted the role of gamified elements—such as role-playing, competitive challenges, and interactive video games—in fostering a more engaging and effective learning environment. The results offer practical insights for the integration of gamification in PBL frameworks to optimize instructional strategies and support student motivation and achievement. A theoretical framework for GPBL is also proposed based on the experimental results.

游戏化项目式学习（GPBL）是一种创新教学法，它将项目式学习（PBL）的核心原则与引人入胜的游戏或游戏化元素相结合，以提升学生的动机、参与度和学习成效。本研究考察了GPBL相较于传统PBL对小学数学课堂中学生学业表现和学习动机的影响。研究在中国48名六年级学生中开展了为期2周的准实验设计，设有实验组和对照组，每组经历10次学习活动。前后测评估测量了学生的数学成绩和动机变化，结果显示GPBL在学业成果和动机各维度上的提升均显著优于PBL。对学生和教师访谈的定性分析凸显了游戏化元素——如角色扮演、竞争性挑战和互动视频游戏——在营造更具参与性和有效性的学习环境方面的作用。研究结果为将游戏化融入PBL框架以优化教学策略、支持学生动机与成绩提供了实践启示。基于实验结果，研究还提出了一个GPBL的理论框架。