Abstract
This study presents the design and evaluation of a cross-scale gamified learning system aimed at enhancing middle school students’ understanding of fundamental circuit concepts. Addressing the cognitive challenge of integrating macro-level circuit structures, micro-level electron dynamics, and symbolic representations, the system adopts a dual-mode interactive design. At the macro level, a tabletop interface enables hands-on assembly of real circuit components, supported by projection- based guidance to visualize circuit logic. At the micro level, a first-person motion-sensing game immerses learners in the oscillator ybehavior of electrons, facilitating embodied cognition. Througha practice-led design process and classroom-based user testing, this study demonstrates how cross- scale interaction design can support conceptual integration, increase engagement, and improve learning outcomes. Situated within the domain of design research, this work contributes to the development of educational systems that leverage embodied and gamified strategies to teach abstract Stem content through integrated, multi-level experiences.
Keywords
Cross-scale Learning; Gamified Learning; Circuit Education; Embodied Interaction; STEM Education
DOI
https://doi.org/10.21606/iasdr.2025.1167
Citation
Hu, Q.(2025) Designing and Evaluating a Cross-Scale Gamified Learning System for Circuit Education: Bridging Macro-and Micro-Cognitive Levels, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.1167
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 3 - Design, Art & Technology
Designing and Evaluating a Cross-Scale Gamified Learning System for Circuit Education: Bridging Macro-and Micro-Cognitive Levels
This study presents the design and evaluation of a cross-scale gamified learning system aimed at enhancing middle school students’ understanding of fundamental circuit concepts. Addressing the cognitive challenge of integrating macro-level circuit structures, micro-level electron dynamics, and symbolic representations, the system adopts a dual-mode interactive design. At the macro level, a tabletop interface enables hands-on assembly of real circuit components, supported by projection- based guidance to visualize circuit logic. At the micro level, a first-person motion-sensing game immerses learners in the oscillator ybehavior of electrons, facilitating embodied cognition. Througha practice-led design process and classroom-based user testing, this study demonstrates how cross- scale interaction design can support conceptual integration, increase engagement, and improve learning outcomes. Situated within the domain of design research, this work contributes to the development of educational systems that leverage embodied and gamified strategies to teach abstract Stem content through integrated, multi-level experiences.