Research on Primary School Students' Preferences for Gamified Leaning

Gamification is increasingly being applied in primary school classrooms, and existing research on gamified learning often focuses on gamified practices at the higher education level. Most studies focus on the preferences of game elements in digital teaching environments to customize gamified learning plans for students, lacking research specifically for primary school students. Therefore, this study focuses on the overall perception of primary school students, revealing their preferences for different game elements in classroom gamified activities, and exploring the classroom gamified learning methods that students expect. Research has shown that most primary school students believe that gamification can enhance their interest and motivation in learning, but there are also students who are concerned that it may distract their attention. The most commonly used game element among students currently is assessment, conflict/challenge and rules/goals, while looking forward to using environment, immersion and game fiction in the future. The gender and grade differences affect students' preferences for specific game elements, with boys preferring action language and conflict/challenge elements, while older students expect conflict/challenge elements more. The gamified learning methods that students expect include the use of virtual reality and immersive technology; Promote group interactive learning through mobile devices; Teachers guide gamified learning and motivate students to complete assignments through leaderboards and point systems.