A gamified science classroom model: learning process analysis of a scaffolding-based gamified teaching model using card games, slides and learning sheets

Background Science learning requires understanding complex concepts and the transforming various representations, necessitating motivation and guidance.Purpose This study designed and evaluated a scaffolding-based gamification teaching model integrating Card games, Slides, Learning Sheets, and a gamified point system (CSLS) to enhance chemistry learning.Sample 115 high school students (60 experimental, 55 control) in Taiwan participated in this study.Design and methods Using a quasi-experimental design, we compared CSLS teaching with traditional lecture-based teaching.Results Results showed CSLS teaching significantly improved learning effectiveness compared to lecture teaching. Flow analysis revealed positive engagement across all sub-dimensions. Behavioral patterns analysis of video data demonstrated that students maintained sustained attention during slide presentations, card interactions, and learning sheet activities, with card-related behaviors comprising 48.45% of total activities.Conclusion The scaffolding-based CSLS model effectively promotes both learning achievement and sustained student engagement in science education.