학습 동기와 딥러닝 신장을 위한 기능성 게임 개발 및 효과성 탐색: 중학교 역사 교과를 중심으로

초록

Although digital native learners prefer participatory educational environments with integrated multimedia, school settings remain largely lecture-based. While traditional methods support systematic, teacher-led knowledge transfer, they often fall short in engaging learners and encouraging active participation. In this context, serious games that blend learning and fun offer strong potential for classroom use—especially in history education, where grasping causal relationships and historical contexts is key, making game-based experiential learning particularly effective. This study developed a serious game grounded in specific instructional design elements to enhance learning motivation and deep learning, applying it in first-year middle school history classes. Descriptive statistics and keyword network analysis of survey and reflection responses showed the lesson promoted intrinsic motivation and self-directed learning, offering not only enjoyment but also satisfaction and perceived usefulness. These results suggest that serious games systematically designed with cognitive constructivist principles can serve as effective instructional tools in real classrooms.

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