Side Effects of Gamifying Environmental Education Activities in Chinese Kindergartens

Abstract

Environmental education is an effective approach to addressing environmental issues, and incorporating environmental education into kindergarten through gamified activities aligns with the concept of gamifying teaching and provides the optimal pathway for implementing environmental education. The purpose of this study is to investigate the specific processes involved in determining the objectives, themes, and content of gamified environmental education activities, as well as the organization, implementation, and evaluation of these activities in kindergarten settings. Five classes from Class G in Xining City Kindergarten were selected as the observational subjects for this study. Interviews were conducted with the teaching staff and the head of the kindergarten. The data obtained from observations and interviews served as the primary data for this research. The results indicate that the activity objectives formulated by teachers lack scientific basis and operability, with limited incorporation of gaming elements. The activity themes and content are narrow in scope and primarily determined by teachers and kindergarten administrators. The organization and implementation of activities often neglect the playful experiences of children, and activity evaluation is not given sufficient attention.