The influence mechanism of gamified teaching on primary school students' scientific literacy: an empirical analysis based on structural equation modeling

The theory of gamified learning suggests that game elements may influence learning outcomes by shaping learning-related attitudes and behaviors. Informed by this perspective, this study examined how gamified teaching is associated with primary school students' scientific literacy in the context of primary science education. A two-month teaching intervention was conducted with 240 fifth-grade students from a public primary school in Shanwei, China, using a pretest-posttest control-group design. A chain mediation model was constructed and tested through structural equation modeling, with gamified teaching as the independent variable, learning motivation (a study-specific motivation-related composite indicator) and classroom engagement as mediators, and scientific literacy as the dependent variable. The results showed that students in the gamified teaching condition showed higher posttest scientific literacy than those receiving conventional instruction. After controlling for pretest scores, gamified teaching still had a significant positive direct effect on posttest scientific literacy. Classroom engagement served as a significant mediator, and the indirect effect through learning motivation alone was not statistically significant, whereas the sequential indirect effect through learning motivation and classroom engagement was significant. These findings suggest that gamified science instruction promotes scientific literacy not only directly but also indirectly by activating learning motivation and transforming it into classroom engagement. By situating gamified science instruction within the broader context of primary STEM education, this study also contributes to understanding how innovative instructional designs can support students' motivation, classroom engagement, and scientific literacy development in early STEM learning.