Methods, systems, storage media, and equipment for children's innovative thinking gamification

Abstract

This invention belongs to the field of intelligent education technology and discloses a gamified method, system, storage medium, and device for inspiring children's innovative thinking. It includes: a parameter setting module for setting relevant parameters during the training process; a training module for training users' innovative thinking using different types of games; and a testing module for evaluating users' innovative thinking level based on the training results. This invention improves the design theory of innovative thinking digital games, establishes a theoretical model for innovative thinking digital games, helps develop a user experience theory system for children aged 3-6, and establishes a user experience demand model for educational games. This invention provides a digital game for cultivating children's innovative thinking ability, expands the category of digital games for children aged 3-6, and digitizes the testing of innovative thinking, helping parents assess their children's innovative thinking ability and providing a reference for those interested in developing innovative thinking digital games in the future.

Description

Technical Field

[0001] The present invention belongs to the field of intelligent education technology, and in particular relates to a method, system, storage medium and device for inspiring children's innovative thinking through gamification. Background Art

[0002] At present, there are many excellent innovative thinking digital games abroad, which are very good in teaching, vision and interaction. In order to cultivate children's thinking ability, Khan Academy has developed a video and interactive education APP "Khan Academy Kids", which contains thousands of educational games in English, mathematics, reading and logic, basically covering the basic framework of early enlightenment for children aged 2 to 6. The pictures are beautiful and the music is moving, which is very popular with parents and children. MarcoPolo World School is suitable for children aged 3 to 7. It educates children based on the STEAM perspective by integrating science, technology, engineering, art and mathematics. The themes are comprehensive and rich. The product is mainly based on the exploration method, which can better stimulate children's interest and actively learn knowledge. "Caterpillar Kindergarten" developed by Uoo is also a STEAM enlightenment education game. It is based on "The Very Hungry Caterpillar" by picture book expert Eric Carle and is suitable for children aged 2 to 6. The game includes English, shapes, mathematics and painting, and uses interesting animations and interactive methods to cultivate children's basic knowledge, logical thinking and innovative thinking.

[0003] There are two main ways to cultivate children's innovative thinking in China: online and offline. The educational methods are divided into "self-learning" and real-person teaching. Online games are usually educational games and AI and real-person teaching platforms that have emerged in China in the past two years. Offline games include spontaneous parent education, training institutions, school activities and educational toys. Although many children are under the banner of cultivating thinking, the games suitable for preschool children are cognitive teaching games, including basic cognitive content such as numbers, letters, colors, size, and quantity. In the process of experiencing the children's innovative thinking digital games on the market, it is found that most games have established their own game scenes and come with a certain story background. Players are usually in the role of helping the characters or animals in the game to complete the game interaction. Each game is intended to reduce the frustration caused by game failure and strengthen the joyful atmosphere when winning, so as to stimulate children's enthusiasm for active learning. Some games also have special functions to motivate children, such as Baby Bus, which activates pictures by completing levels to collect stars and moons. Visually, most games are colorful, and the colors of each individual are clearly distinguished. In terms of interaction methods, they are mainly click and drag, and there are also two-finger zoom, sliding, etc. In terms of content, thinking games are highly homogenized. The general contents of the games are quantity comparison, size comparison, color classification, shape classification, and coloring games. These games can teach children some basic cognition and knowledge, but they hinder the development of children's innovative thinking. In addition, many games focus on how to improve the fun of the game and how to attract children to continue playing the game, but lack the attention to improving children's thinking ability, which makes it impossible for parents to truly understand their children's specific growth.

[0004] Through the above analysis, the problems and defects of the existing technology are: the existing technology lacks inspiration for innovative thinking and is unable to evaluate innovative thinking. Summary of the invention

[0005] In view of the problems existing in the prior art, the present invention provides a method, system, storage medium and device for inspiring children's innovative thinking through gamification.

[0006] The present invention is implemented as follows: a children's innovative thinking gamification inspiration system, the children's innovative thinking gamification inspiration system comprising:

[0007] Parameter setting module, used to set relevant parameters in the training process;

[0008] The training module is used to train users’ innovative thinking by using different types of games;

[0009] A test module is used to evaluate the user's innovative thinking level based on the training results.

[0010] Furthermore, the relevant parameters in the data collection process include: total duration, single duration, test sound or other parameters.

[0011] Further, the test module includes:

[0012] An explanation unit, which is used to provide instructions for the thinking test items;

[0013] A test unit, used to test the user's thinking ability using multiple thinking test items;

[0014] The scoring unit is used to provide scoring rules and indicators to a third party; and is also used for the third party to score the user's thinking ability test project completion status according to the provided scoring rules and indicators;

[0015] The display unit is used to display the scoring results and output the thinking ability level corresponding to the score.

[0016] Furthermore, the parameter setting module includes:

[0017] The system relationship setting module is used to set the coupling relationship between various systems according to the traditional game design method;

[0018] Configuration parameter setting module, used to configure the parameter settings of the data coupling module, traverse all the systems in the game and set the coupling relationship between the systems and configure the coupling parameters between the systems;

[0019] Operation and recording module, used for open game operation and recording parameter changes between systems;

[0020] The parameter correction module is used to use the system parameter configuration information as the input source. The dynamic correction system performs parameter correction calculation based on the input source to obtain the parameter correction value of each system after one processing;

[0021] A system parameter setting module, used for applying the parameter correction values ​​to the corresponding system parameters according to the parameter correction values ​​of each system after the primary processing obtained by the server module;

[0022] The adaptive parameter module is used to obtain adaptive parameters according to the feedback of each system after parameter correction according to the calculation strategy, and obtain dynamic parameter correction values ​​of each system according to the adaptive parameters and the corrected parameters of each game system.

[0023] Further, the parameter correction module includes:

[0024] The parameter input module to be corrected is used to input the parameter to be corrected through the input source using the system parameter configuration information as an input source;

[0025] A parameter correction equation building module is used to establish a parameter correction equation of the correction amount by taking the total duration, single duration, test sound and other parameters in the training process as correction amounts;

[0026] An evaluation function building module is used to establish a fitness evaluation function by taking the error between the coupling relationship between the set systems and the traditional game design relationship as the fitness index of the child user for the current game;

[0027] The parameter correction equation optimization module is used to optimize the gain coefficient in the model parameter correction equation using the policy gradient learning method according to the fitness evaluation function to obtain the optimized parameter correction equation;

[0028] The parameter correction module is used to perform parameter correction calculations based on the input source through the dynamic correction system and the optimized parameter correction equation to obtain the parameter correction values ​​of each system;

[0029] The correction parameter output module is used to output the parameter correction values ​​of each system after processing.

[0030] Furthermore, the training module includes:

[0031] The brain wave feedback module is used to receive the bioelectric waves collected by the brain wave instrument and generate wave images;

[0032] The historical database module is used to store brain waves of different levels of logical thinking development of organisms;

[0033] The central processing module is used to obtain the wave image in the historical database and compare the wave image generated by the brain wave feedback module with the wave image in the read historical database, so as to obtain the development degree of the organism's logical thinking;

[0034] A display module is used to display the degree of development of the logical thinking of an organism.

[0035] Game module, used to train logical thinking;

[0036] The storage module is used to store bioelectric wave data.

[0037] Another object of the present invention is to provide a method for inspiring children's innovative thinking through gamification applied to the children's innovative thinking gamification inspiring system, the method comprising:

[0038] Step 1: Set the total duration, single duration, test sound or other parameters during the training process;

[0039] Step 2: Use different types of games to train users’ innovative thinking;

[0040] Step three: Evaluate the user's innovative thinking level based on the training results.

[0041] Furthermore, the single duration can be set to: 10 minutes, 20 minutes, 30 minutes; the total duration can be set to: 45 minutes, 1 hour, 2 hours.

[0042] Furthermore, the training of user's innovative thinking by using different types of games includes: training user's innovative thinking by using 11 different types of games.

[0043] Furthermore, each of the 11 games is provided with 10 levels.

[0044] Furthermore, the 10 levels include:

[0045] The first level is a cognitive level, which is used for users to gain basic understanding of the game content;

[0046] The second and third levels are learning levels, which are used for users to form corresponding ways of thinking;

[0047] The fourth level is a construction level, which is used for users to build their thinking to adapt to the new game environment;

[0048] The fifth and sixth levels are learning levels, which are used for users to form corresponding thinking methods based on the increasing difficulty of the new game;

[0049] The seventh level is a construction level, which is used for users to build up their thinking to adapt to the difficulty of the new game;

[0050] The eighth and ninth levels are learning levels, which are used for users to form a corresponding way of thinking for new games with increasing difficulty;

[0051] The tenth level is a construction level, which allows users to freely apply the construction thinking mode in a highly free game environment.

[0052] Further, the evaluating the user's innovative thinking level based on the training results includes:

[0053] Obtain innovative thinking portrait information and training results of child users;

[0054] The discretized innovative thinking portrait information is used as the input of the decision tree classifier, and a parameter set of the decision tree classifier is obtained by a k-fold method;

[0055] The classifier is trained using the dynamically updated parameter set, and a logistic regression model based on the two-parameter item response theory of the current game of the child user is constructed by the trained decision tree classifier;

[0056] Based on the training results and the logistic regression model based on the two-parameter item response theory of the child user's current game, the screening information of the child user for each knowledge point in the current class is obtained;

[0057] Based on the screening information of the child user on each knowledge point in the current game, the corresponding level information of innovative thinking of the child user is obtained; based on the innovative thinking level information of the child user, the innovative thinking level of the user is evaluated.

[0058] Another object of the present invention is to provide a computer device, the computer device comprising a memory and a processor, the memory storing a computer program, and when the computer program is executed by the processor, the processor performs the following steps:

[0059] The total duration, single duration, test sound or other parameters of the training process can be set; the single duration can be set to: 10 minutes, 20 minutes, 30 minutes; the total duration can be set to: 45 minutes, 1 hour, 2 hours; 11 different types of games are used to train users' innovative thinking; users' innovative thinking level is evaluated based on the training results.

[0060] Another object of the present invention is to provide an information data processing terminal, which is used to implement the children's innovative thinking gamification inspiration system.

[0061] Combining all the above technical solutions, the advantages and positive effects of the present invention are as follows: the children's innovative thinking gamification inspiration system provided by the present invention constructs a theoretical model of children's innovative thinking digital games by deeply studying the relevant theories of innovative thinking and educational games. The present invention establishes a design framework for innovative thinking digital games, deeply studies the cognitive characteristics and behavioral characteristics of children, and through user surveys, explores the behavioral habits and experience needs of users (including parents and children) in the process of cultivating innovative thinking, and constructs user models of parents and children. At the same time, the present invention also provides a digital game that conforms to user cognition, has a good user experience, and can improve children's innovative thinking.

[0062] The present invention improves the design theory of innovative thinking digital games, establishes a theoretical model of innovative thinking digital games, can help develop a user experience theory system for children aged 3 to 6, and establish a user experience demand model for educational games. The present invention establishes a design framework for children's innovative thinking digital games based on user experience, providing a reference for those who intend to develop innovative thinking digital games in the future. The present invention provides a digital game that cultivates children's innovative thinking ability and expands the category field of digital games for children aged 3 to 6. The test of innovative thinking is digitized to help parents evaluate their children's innovative thinking ability.

[0063] The present invention divides the cultivation of innovative thinking into four stages, allowing users to gain basic knowledge of the game through low-difficulty games in the cognitive stage, and cultivate the use of thinking in the learning stage of gradually increasing the difficulty of the game. In order to prevent users from getting tired of the long-term learning state, or from developing a fixed mindset in the same game environment, the present invention sets a construction stage after the learning stage, using a new game environment to cultivate users' new ways of thinking, allowing users to establish their own thinking strategies and motivating users to continue learning; finally, the innovation stage is established, allowing users to use the new ways of thinking they have learned in a highly free game environment to achieve the learning goal of cultivating innovative thinking. BRIEF DESCRIPTION OF THE DRAWINGS

[0064] In order to more clearly illustrate the technical solutions of the embodiments of the present invention, the following briefly introduces the drawings required for use in the embodiments of the present invention. Obviously, the drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without creative work.

[0065] Figure 1 It is a structural block diagram of a children's innovative thinking gamification inspiration system provided by an embodiment of the present invention;

[0066] In the figure: 1. parameter setting module; 2. training module; 3. test module; 31. explanation unit; 32. test unit; 33. scoring unit; 34. display unit.

[0067] Figure 2 It is a flow chart of a method for inspiring children's innovative thinking through gamification provided by an embodiment of the present invention.

[0068] Figure 3 It is a schematic diagram of a theoretical model for innovative thinking digital game design provided by an embodiment of the present invention.

[0069] Figure 4 It is a schematic diagram of the demand hierarchy theory provided by an embodiment of the present invention.

[0070] Figure 5 This is a diagram of the user experience requirements hierarchy of the children's educational game provided by an embodiment of the present invention.

[0071] Figure 6 It is a flowchart of game user experience design provided by an embodiment of the present invention.

[0072] Figure 7 It is a design framework diagram of a digital game for children's innovative thinking based on user experience provided by an embodiment of the present invention.

[0073] Figure 8 This is an operation habit diagram of interactive gestures for children aged 3 to 6 years old provided by an embodiment of the present invention.

[0074] Fig. 9 This is a basic information diagram of a user provided by an embodiment of the present invention.

[0075] Fig.10 This is a diagram of the use of children's application software provided by an embodiment of the present invention.

[0076] Fig.11 It is a diagram of users' cognition and attitude towards innovative thinking provided by an embodiment of the present invention.

[0077] Fig.12 This is a user experience requirement summary diagram provided by an embodiment of the present invention.

[0078] Fig.13 This is a diagram of a solution to user experience requirements provided by an embodiment of the present invention.

[0079] Fig.14 This is a target breakdown diagram for cultivating innovative thinking provided by an embodiment of the present invention.

[0080] Fig.15 It is a schematic diagram of the rhythm of a game level designed according to the innovative thinking training stage provided by an embodiment of the present invention.

[0081] Fig.16 It is a diagram of the game information architecture provided by an embodiment of the present invention.

[0082] Fig.17 It is a flowchart of the game part provided by an embodiment of the present invention.

[0083] Fig.18 It is a heuristic evaluation flow chart provided by an embodiment of the present invention.

[0084] Fig.19 It is a test flow chart after iteration provided by an embodiment of the present invention.

[0085] Fig. 20 It is a schematic diagram of the overall results of the comparison and evaluation of the scores of each indicator before and after training provided by an embodiment of the present invention. DETAILED DESCRIPTION

[0086] In order to make the purpose, technical solution and advantages of the present invention more clearly understood, the present invention is further described in detail below in conjunction with the embodiments. It should be understood that the specific embodiments described herein are only used to explain the present invention and are not used to limit the present invention.

[0087] In view of the problems existing in the prior art, the present invention provides a method, system, storage medium and device for inspiring children's innovative thinking through gamification. The present invention is described in detail below in conjunction with the accompanying drawings.

[0088] like Figure 1As shown, the children's innovative thinking gamification inspiration system provided by the embodiment of the present invention includes:

[0089] Parameter setting module 1, used to set relevant parameters in the training process;

[0090] Training module 2 is used to train users’ innovative thinking using different types of games;

[0091] Test module 3 is used to evaluate the user's innovative thinking level based on the training results.

[0092] The relevant parameters in the data collection process provided by the embodiment of the present invention include: total duration, single duration, test sound or other parameters.

[0093] The parameter setting module 1 includes:

[0094] The system relationship setting module is used to set the coupling relationship between various systems according to the traditional game design method;

[0095] Configuration parameter setting module, used to configure the parameter settings of the data coupling module, traverse all the systems in the game and set the coupling relationship between the systems and configure the coupling parameters between the systems;

[0096] Operation and recording module, used for open game operation and recording parameter changes between systems;

[0097] The parameter correction module is used to use the system parameter configuration information as the input source. The dynamic correction system performs parameter correction calculation based on the input source to obtain the parameter correction value of each system after one processing;

[0098] A system parameter setting module, used for applying the parameter correction values ​​to the corresponding system parameters according to the parameter correction values ​​of each system after the primary processing obtained by the server module;

[0099] The adaptive parameter module is used to obtain adaptive parameters according to the feedback of each system after parameter correction according to the calculation strategy, and obtain dynamic parameter correction values ​​of each system according to the adaptive parameters and the corrected parameters of each game system.

[0100] The parameter correction module includes:

[0101] The parameter input module to be corrected is used to input the parameter to be corrected through the input source using the system parameter configuration information as an input source;

[0102] A parameter correction equation building module is used to establish a parameter correction equation of the correction amount by taking the total duration, single duration, test sound and other parameters in the training process as correction amounts;

[0103] An evaluation function building module is used to establish a fitness evaluation function by taking the error between the coupling relationship between the set systems and the traditional game design relationship as the fitness index of the child user for the current game;

[0104] The parameter correction equation optimization module is used to optimize the gain coefficient in the model parameter correction equation using the policy gradient learning method according to the fitness evaluation function to obtain the optimized parameter correction equation;

[0105] The parameter correction module is used to perform parameter correction calculations based on the input source through the dynamic correction system and the optimized parameter correction equation to obtain the parameter correction values ​​of each system;

[0106] The correction parameter output module is used to output the parameter correction values ​​of each system after processing.

[0107] Training Module 2 includes:

[0108] The brain wave feedback module is used to receive the bioelectric waves collected by the brain wave instrument and generate wave images;

[0109] The historical database module is used to store brain waves of different levels of logical thinking development of organisms;

[0110] The central processing module is used to obtain the wave image in the historical database and compare the wave image generated by the brain wave feedback module with the wave image in the read historical database, so as to obtain the development degree of the organism's logical thinking;

[0111] A display module is used to display the degree of development of the logical thinking of an organism.

[0112] Game module, used to train logical thinking;

[0113] The storage module is used to store bioelectric wave data.

[0114] The test module 3 provided in the embodiment of the present invention includes:

[0115] An explanation unit 31, used for providing an explanation of the thinking test items;

[0116] A test unit 32, used to test the user's thinking ability using a plurality of thinking test items;

[0117] Scoring unit 33, used to provide scoring rules and indicators to a third party; and also used for the third party to score the user's thinking ability test item completion status according to the provided scoring rules and indicators;

[0118] The display unit 34 is used to display the scoring results and output the thinking ability level corresponding to the score.

[0119] like Figure 2 As shown, the gamification inspiration method for children's innovative thinking provided by the embodiment of the present invention includes:

[0120] S101, setting the total duration, single duration, test sound or other parameters during the training process;

[0121] S102, using different types of games to train users’ innovative thinking;

[0122] S103, evaluating the user's innovative thinking level based on the training results.

[0123] The single duration provided in the embodiment of the present invention can be set to: 10 minutes, 20 minutes, 30 minutes; the total duration can be set to: 45 minutes, 1 hour, 2 hours.

[0124] The method of using different types of games to train users' innovative thinking provided by an embodiment of the present invention includes: using 11 different types of games to train users' innovative thinking.

[0125] Each of the 11 games provided in the embodiment of the present invention is provided with 10 levels.

[0126] The 10 levels provided in the embodiment of the present invention include:

[0127] The first level is the cognitive level, which is used for users to gain a basic understanding of the game content;

[0128] The second and third levels are learning levels, which are used for users to form corresponding ways of thinking;

[0129] The fourth level is the construction level, which is used for users to build their thinking to adapt to the new game environment;

[0130] The fifth and sixth levels are learning levels, which are used to help users develop a corresponding way of thinking based on the increasing difficulty of the new game;

[0131] The seventh level is the construction level, which is used for users to build their thinking to adapt to the difficulty of the new game;

[0132] The eighth and ninth levels are learning levels, which are used to form a mindset for new games with increasing difficulty.

[0133] The tenth level is the construction level, which allows users to freely apply the construction thinking mode in a highly free game environment.

[0134] The method for evaluating the user's innovative thinking level based on training results provided by the embodiment of the present invention includes:

[0135] Obtain innovative thinking portrait information and training results of child users;

[0136] The discretized innovative thinking portrait information is used as the input of the decision tree classifier, and a parameter set of the decision tree classifier is obtained by a k-fold method;

[0137] The classifier is trained using the dynamically updated parameter set, and a logistic regression model based on the two-parameter item response theory of the current game of the child user is constructed by the trained decision tree classifier;

[0138] Based on the training results and the logistic regression model based on the two-parameter item response theory of the child user's current game, the screening information of the child user for each knowledge point in the current class is obtained;

[0139] Based on the screening information of the child user on each knowledge point in the current game, the corresponding level information of innovative thinking of the child user is obtained; based on the innovative thinking level information of the child user, the innovative thinking level of the user is evaluated.

[0140] The technical solution of the present invention is further described below in conjunction with specific embodiments.

[0141] Embodiment 1:

[0142] 1. Innovative thinking digital games include innovative thinking education and digital games. In terms of innovative thinking education, there should be educational goals and educational content, while in terms of digital games, the characteristics of games should be met. The present invention will try to integrate the characteristics of the two and integrate educational content into the game.

[0143] 2. Research on children's digital game design based on user experience

[0144] 2.1 User Experience Overview

[0145] 2.1.1 User experience. Maintaining a good user experience can make users more dependent and thus improve user retention.

[0146] 2.1.2 User Experience Elements

[0147] Referring to the user experience demand factors, the five demand levels for improving the user experience of children's educational digital games were sorted out. According to the relevant theories and design methods of user experience, a digital game design framework for children's innovative thinking based on user experience was constructed to lay a foundation for guiding subsequent design practices.

[0148] 3. User research on children's innovative thinking digital games

[0149] The physiological development of children affects the development of cognition. Children’s interaction with games is mainly affected by their vision, hearing, and operational abilities. Children at each stage have different physiological characteristics. See Table 2 for details.

[0150] Table 2 Visual ability of children aged 3-6

[0151] Graphics color Visual Perception 3+ years Simple patterns and shapes Basic colors such as red, yellow, blue and green Have depth perception 4+ years Smaller patterns and shapes About 8 colors Have accurate depth perception 5+ years Slightly more complex patterns and graphics More objective understanding Self-centered orientation 6+ years Complex patterns and graphics Understanding the expression of color object-centered orientation

[0152] Manipulative ability is affected by the development of the cerebellum, which controls and maintains the coordination of movement by changing muscle tension and participating in body balance through efferent connections. Figure 8 shown.

[0153] The characteristics of language, graphic symbols and concentration are different for each age group, see Table 3 for details.

[0154] Table 3 Information receiving ability of children aged 3-6

[0155]

[0156]

[0157] Since the game planned to be developed by the present invention is aimed at preschool children aged 3-6, the collection of questionnaires is intentionally targeted at young parents. The basic information of users collected is as follows: Fig. 9 As shown, most of the participants in this survey are women, accounting for 68.8%, 75.1% are aged 26-35, and 61.8% have a bachelor's degree. 66.5% of the children are between 3 and 6 years old. Although the proportion of children between 3 and 6 years old is not large enough, the personal information of most parents meets the basic requirements of the survey users required by the present invention.

[0158] Children's application software usage: Fig.10 shown.

[0159] 3.4 Requirements summary and user model construction

[0160] 3.4.1 Requirements Summary

[0161] This section categorizes the survey results according to the five user experience requirements of children's educational games: Fig.12 ).

[0162] 3.4.2 User model construction. The present invention surveyed the primary and secondary users of children's digital games, and learned about the secondary users' attitudes and knowledge of digital games and innovative thinking through questionnaires and user interviews. The behavioral habits and product preferences of the primary users were understood through observation. And through the survey results of questionnaires, interviews and observations, the core needs of users were summarized. Finally, a user model was constructed to help the subsequent game design practice.

[0163] 4. Design practice of children's innovative thinking digital games

[0164] The primary purpose of the innovative thinking digital game designed by the present invention is to improve children's innovative thinking ability. Innovative thinking is introduced and explained in detail, and several main thinking modes included in innovative thinking are explained. The learning goal of Think Fun Park is to master these thinking modes. Fig.13 The segmented learning objectives are presented.

[0165] Table 4 The gameplay of the 11 games is established

[0166]

[0167] Game challenge design is to set the rules of the game, design different challenges according to different learning goals, and break them down into levels. Think Fun Park contains 5 different types of learning goals, each of which corresponds to a way of thinking. In order to allow players to experience the diversity of thinking, the author designs different types of games for different learning goals, a total of 11 games. Each game has 10 levels to help players achieve their learning goals. See Table 4 for details.

[0168] The rhythm of the level is designed according to the proposed innovative thinking digital game design theoretical framework, such as Fig.15 As shown in the figure, the first level is a cognitive level, which helps players adapt to the gameplay through low-difficulty games and plays a certain role in encouragement. Levels 2-3 gradually increase the difficulty to allow players to form corresponding ways of thinking. Level 4 changes the game environment and slightly reduces the difficulty of the game, allowing players to build their own thinking to adapt to the new game environment. Level 5 continues to increase the difficulty of the game, and the cycle repeats. Level 10 provides users with a game environment with a high degree of freedom, where they can freely apply the learned way of thinking, and it also helps parents understand the extent to which their children have mastered the thinking ability. The "Guiding Opinions of the Ministry of Education on Vigorously Promoting the Scientific Connection between Kindergartens and Primary Schools" issued by the Ministry of Education in 2021 recommends that young children should not use electronic products continuously for more than 15 minutes. Therefore, the duration of each level of the game is roughly controlled within 10 minutes.

[0169] Game rules constitute the game space and determine the actions that players can perform. The basic rules of the game include game behavior rules, victory rules, and failure rules. Children aged 3-6 have a low cognitive level, so the rules of the game should not be too complicated, and they only need to meet the basic game rules. Table 5 shows a brief description of the corresponding rules of the 11 games proposed earlier. In addition, in order to achieve the goal of improving the level of innovative thinking, the design of the game rules has been adjusted differently according to the four stages of "cognition-learning-construction-innovation". The victory rule of the game is that you can win as long as you complete the tasks of each level. However, victory is divided into three levels, and the level of victory is determined by the number of errors in completing the task. Children aged 3-6 do not have much experience and need enough patience and encouragement to treat them. Therefore, Think Fun Park sets that only when the player gives up the game will it be considered a failure.

[0170] Table 5 Design changes at different stages of the game

[0171]

[0172]

[0173] After designing the challenges and rules of the game, you need to use story scenarios to package the skeleton into a game with story meaning. Story scenarios can help players understand the intention of the game, increase the fun of the game, and enhance the player's sense of substitution and immersion. Think Fun Park contains 11 small games, and multiple scenes need to be set to maintain the richness of the game. In addition, it is necessary to choose scenes that are highly recognized and attractive to children. Many children's books, games and cartoons on the market usually have scenes such as the seabed, forest, sky, space, manor, castle, etc. The author finally selected the three more imaginative scenes of the seabed, sky and space as the game scenes, and integrated the scenes with the game. In order to prevent players from having a fixed mindset, various types of thinking games are disrupted and reorganized. See Table 6 for details.

[0174] Table 6 Game scene division

[0175]

[0176] 4.4 Game peripheral function design

[0177] 4.4.1 Torrance Test Design

[0178] This design practice digitizes the TTCT creative thinking test proposed by Torrance - Drawing Test B, to help parents smoothly pass the test to understand their children's innovative thinking level. The drawing test requires the subjects to express their innovative thinking ability through drawing. The test includes three projects: Project 1: Given a colored sticker, let the subject stick the colored paper on any position of the picture, and the sticker can be rotated and scaled. Use colored stickers to complete the picture and name the painting. Project 2: Give the subject ten pieces of paper with irregular lines, and let the subject complete the picture on this basis and name it. The subject can choose the order of painting at will. Project 3: Give 30 circles, use the circles to draw as many different pictures as possible. The test time for each project is 10 minutes, a total of half an hour.

[0179] The level of the test is measured by four indicators: fluency, flexibility, originality and accuracy. Before the test, the test rules and measurement indicators of the test are explained. After the test, the scoring indicators and scoring rules are provided. The scoring is done one by one in the order of the items, and the scoring details are indicated on the specific scoring page. The details are shown in Table 5-4. After scoring, the system automatically calculates the level of innovative thinking ability. This test divides the total score and each indicator into five levels: SS, A, B, C, and D, which can allow parents to understand the overall level of their children's innovative thinking ability as well as their strengths and weaknesses.

[0180] Table 7 Game scoring rules

[0181]

[0182]

[0183] In addition to the two larger modules of games and quizzes, Think Fun Park also needs some auxiliary functions. In the process of preliminary research, it was found that the reason why most parents are concerned about electronic products is that they are worried that their children will become addicted and affect their eyesight. Studies have shown that children should play electronic products for less than 2 hours a day, and the duration of a single mobile phone should be controlled within half an hour. Therefore, it is necessary to provide parents with the function of setting the duration of a single game and the total duration of the game. The duration of a single game can be set to: 10 minutes, 20 minutes, 30 minutes. The total duration can be set to: 45 minutes, 1 hour, 2 hours.

[0184] In addition, parents also attach great importance to the effectiveness and efficiency of games. In order to understand whether the child's innovative thinking ability has improved, it is possible to compare the child's level at each stage. Therefore, the test section needs to provide parents with a function to record the test.

[0185] From a macro level, we organize all kinds of game information to build an information architecture. Through the information architecture, we can clearly present reasonable and meaningful information to users. After clarifying the functions of Siqu Park, we systematically establish the game information architecture to lay the foundation for subsequent prototype drawing and interface information layout. Siqu Park includes two modules: games and quizzes, with games as the core. The game includes 3 scenes, 11 games, and 10 levels for each game. Information architecture is as follows Fig.16 .

[0186] After designing the game's information framework, you need to clarify the game's flow from the user's perspective. Establishing a game flow framework can make the logic of each function in the game clearer for designers and developers, help designers draw prototypes, and also help developers quickly understand the game's jump logic when developing games. In order to improve the game's usability and reduce the difficulty of user understanding. The flow design of the game part is relatively simple. There are only two choices after completing a level of the game. The rest are linear flows, such as Fig.17 The solid arrows indicate the main process, and the dotted arrows indicate the return path.

[0187] The whole test itself is a linear process. The benefit of digitization is to provide corresponding information and functions when users need certain information or functions. The test is aimed at both primary users and secondary users. Primary users mainly use the test part, so a completely linear process is implemented to avoid uncontrollable user behavior. The rest of the test records, item descriptions, scoring instructions and scoring parts are all for secondary users.

[0188] Game sketches can be free from the details of interface elements, and can focus on expressing the information layout of the interface and the performance of the game situation. They can also more clearly display the functions and information of each page. Sketching does not focus on the refinement and beauty of the picture, but can immerse the mind in building the game world and quickly record ideas.

[0189] The carrier of this game is a tablet computer. In addition to the large screen, the tablet is also relatively heavy. When children use a tablet, they usually put it on the table or on their legs and use one hand to operate it. In addition, children have weak ability to operate continuously and find it difficult to complete complex operations. For example, double-click quickly, drag over a long distance, click at the same time, etc. The player's operation context needs to be considered during the design process.

[0190] Table 8 Solutions to interface layout problems

[0191]

[0192]

[0193] The layout of the game interface mainly considers the layout of information and the size of the area, ensuring the clarity of functions and information as well as the availability, ease of use and consistency of the interface. Among all the game interfaces, only the game page, test page and scoring page are repetitive, and the thinking and operation difficulties are relatively high. Therefore, only these key interface layouts are relied on to standardize the game. The game part is divided into two operation modes: drag and click. The test part is divided into a test page with more operations and a scoring page with complex rules. Before drawing, it should be considered clearly which aspects can be used to optimize the interface. The users of the game part and the test page are children, and both pages require more thinking. Therefore, the availability and ease of use of the page need to be considered. The users of the scoring page are parents, and there are more scoring rules and content. It is necessary to minimize the thinking time of parents and improve the scoring efficiency. Therefore, it is necessary to consider the ease of use and efficiency of the page. Specific solutions are shown in Table 8.

[0194] The interface layout was drawn in Figma. The blue area is the visual area, the red area is the operation area, and the light gray rectangle is the text area. The core of the game part is the question, so the entire interface of the entire game page tries to express the questions of the game. In addition, in order to reduce the learning cost of children, only two interactive methods are used: click and drag. The area of ​​the draggable control and the click area is large, and the distance is set far, which is convenient for players to operate. In addition, in order to reduce the distance that players drag the control, the area of ​​the click and draggable control is concentrated at the bottom of the screen, and a black mask is used to more clearly distinguish the visual area from the operation area. In order to maintain the consistency of the page and considering that the center of the page is a strong visual area, all key pages adopt a top-down structure, setting the upper middle of the page as the visual area and the lower part as the operation area. The test page maintains the same structure as the game part, but in order to expand the painting area, the area of ​​the lower operation area is reduced. The scoring page requires users to focus their eyes on the painting, so the page mainly highlights the visual area. The score selection is concentrated at the bottom of the page, and the scoring can be completed by clicking.

[0195] 4.6 Game interface visual design

[0196] There are different visual styles of games on the market, mainly divided into realistic style and cartoon style. The only goal of choosing a game style is to win the favor of players, and children's games are almost all cartoon style. The characteristics of cartoon style are: 1. Richer colors can be used; 2. Exaggerated body language and expressions; 3. Various anthropomorphic objects or creatures; 4. Strange shapes and scenes. These characteristics can exaggerate the elements in real life, which can give people sensory stimulation and arouse children's interest. Think Fun Park uses a vector-based cartoon style, which can make the interface more concise and let players focus on solving problems.

[0197] The color of the game is also an important part of the game's visual design. It not only determines the beauty of the game interface but also affects the player's operation. Color includes three elements: brightness, hue, and saturation. Brightness is the brightness of the color. The higher the brightness, the whiter the color, and the lower the brightness, the darker the color. Colors with high brightness give people a soft feeling, while colors with low brightness appear more mysterious and hard. Hue is the basic characteristic of color. It is the basic color range of red, orange, yellow, green, cyan, and purple decomposed by sunlight shining on a prism. Saturation determines the brightness of the color and is divided into three types: high saturation, medium saturation, and low saturation according to the color value. High saturation gives people a sense of publicity, liveliness, and exaggeration, while low saturation is more rational, quiet, and cool.

[0198] Think Fun Park is aimed at children aged 3-6. The colors of the game interface are divided into game scene colors and control colors. The scene colors should be consistent with the scene and create a sense of richness to attract the interest of players. In addition, the scene colors occupy a large area of ​​the interface, and the colors need to be soft and not give children too strong stimulation. The scene colors of Think Fun Park are divided into seabed blue, sky blue, space blue in the game part, and forest green in the test part. The game part uses colors of the same color system to maintain the unity of the interface. In order to highlight the differences in modules, the test part uses different color systems. Both games and tests require players to think, and blue and green both have the effect of prompting players to remain calm and rational.

[0199] The controls need to attract the player's attention, and the colors need to be distinguished from the scene, so the control colors should be brighter. The main controls of the system are all in high-brightness, high-saturation orange, which contrasts sharply with the low-saturation or low-brightness scene colors. The secondary controls use high-brightness, medium-saturation red, which contrasts sharply with the scene colors but is not as strong as the color of the main controls. Red represents warnings, prohibitions, or errors, and green represents completion, passage, or correctness. The game uses high-brightness, high-saturation red and green as negative and positive colors in the game.

[0200] Since the primary audience for the game is children aged 3-6, the in-game controls and icons needed to visually convey their meaning.

[0201] All clickable controls in the game have white outlines and projections added to make the controls visually more layered. When you click a control, the projection disappears, creating an illusion of pressing it. All controls are divided into text controls and icon controls. Text controls are usually used when the choice is relatively unique, and the button will be visually emphasized, so there is no need to worry about operating errors or children being too young to read. Icon controls are usually the auxiliary function entrance of the page, and the meaning needs to be more clearly defined visually to guide players. Other icons are more in line with daily life in shape and color, and are a visual language. Icons can not only express meaning across languages, but also facilitate players' secondary memory and quick recognition.

[0202] After clarifying the interface style, color and control specifications, start high-fidelity drawing. High-fidelity prototypes can clearly show the game's information structure, interaction logic and general product effects, which can greatly reduce communication efficiency and development costs. Many game companies pay attention to the expressiveness and effects of interactive prototypes during the interactive design stage. High-fidelity prototypes can be used to test product problems in advance and modify them in time to avoid wasting development resources.

[0203] Siqu Park includes the system page, game page, and test system page, test page, and scoring page of the game part. Below, the author will show some high-fidelity prototypes of each module of the game in a combination of pictures and texts.

[0204] The system framework is partially high-fidelity. The game scene page contains three different scenes. In order to let children feel that the page can be slid. When entering the scene page, the page will play an animation of sliding quickly from right to left. Each scene has a progress bar to indicate the progress of the game in the scene. The game selection page is designed with an interface that suits each scene, placing the game selection control in the visual center area and integrating the control into the scene. When all levels of a game are completed, a crown will be marked on the entrance of the game.

[0205] In addition, the level selection page is also designed according to the scenario. Each completed level will unlock the next level. The completed level will also be marked with a crown and the number of stars obtained in the level, so that players can see their game completion status at a glance. The level page of each game will state the learning purpose of the game, helping parents understand the meaning of the game and increase parents' trust in the effectiveness of the game.

[0206] Some parts of the game page are high-fidelity. Before starting the game, the game's purpose is explained by the Rabbit Group (the mascot in the game) to help players understand the game. In the game, the entire game page uses a full background image to create the atmosphere of the scene and enhance the immersion of the game. All game operations are click or drag, which is simple and easy to learn.

[0207] During the game, every correct and incorrect action will receive timely feedback. For example, when selecting correct or incorrect in the pixel grid, the result will be indicated in the upper right corner of the option. After the game is over, there will be a few seconds of animation to create a sense of joy for completing the game. For example, in the game "Who is he", after finding the path to the palace, the palace in the center of the page will be enlarged to fill the entire page, and the character who can walk to the palace will wave to the player.

[0208] The "Tangram" part of the game is high-fidelity. The entire game part includes 11 small games, and "Tangram" is used here as an example to illustrate the process of the game. Each game is designed according to the rules of the game into four stages: cognition, learning, construction, and innovation. Among them, the learning stage only increases the difficulty of the game, while the construction stage requires the establishment of a new game environment, so that players can use new problem-solving thinking. The following shows the cognitive stage level, two construction stage levels, and innovation stage levels of the game "Tangram", corresponding to the first level, fourth level, seventh level, and tenth level of the game respectively.

[0209] The first level belongs to the cognitive stage. The main purpose of this stage is to allow players to have a general understanding of the purpose, gameplay, and operation of the game. Therefore, the game difficulty is low and the gameplay is clear.

[0210] The fourth level belongs to the construction stage. The construction stage is to change the way of playing the game after the player is familiar with the gameplay and problem-solving ideas of this game. The fourth level requires players to diverge their thinking and piece together four jigsaw puzzles of the same shape and size into different figures. At this stage, players need to learn to use jigsaw puzzles of different shapes and sizes.

[0211] The seventh level belongs to the second construction stage, and a new way of solving the problem is reconstructed. The seventh level requires players to expand their thinking and use the same jigsaw puzzles to piece together the same shape in different ways. At this stage, players need to learn the connection relationship between jigsaw puzzles and learn to use the rotation of shapes.

[0212] The tenth level belongs to the innovation stage, which uses a high degree of freedom in the game to allow players to fully explore their thinking and create new content. The tenth level shows players a case of assembling tangrams according to patterns, and then players need to assemble the tangrams in their own way according to the shape of the new pattern. In this stage, players will use their own understanding of tangrams to create new ways of assembling.

[0213] The thinking test project part is high-fidelity. Before each project test, the project will be introduced to parents in detail. The project description contains a lot of content, and the content is distinguished by colorful titles, which helps users to browse quickly. Then the project case is shown to show the project test method more clearly.

[0214] On the test page, since it is very inconvenient to draw on the bottom of the tablet screen, the test page is consistent with the interface structure of the game part, and the eraser and brush are placed at the bottom of the page. The time progress of the test is also displayed. When there are five minutes left, the progress bar changes from green to orange, and when there is one minute left, the progress bar changes from orange to red. The time progress bar can serve as an early warning.

[0215] Project 1 is to create on the given colored stickers. In order to give players a higher degree of freedom, the colored stickers can be moved, rotated, and scaled. Project 2 has ten pictures. Players need to complete all the pictures as much as possible. There is no prescribed order for drawing. In order to restore the freedom of drawing in reality, the right side of the page provides players with a question selection bar and displays the selected, completed, and unfinished status of the drawing. The selection bar automatically expands when entering the test and automatically collapses when the player draws. Project 3 provides a slider on the left end of the page to avoid misoperation when drawing with the right hand.

[0216] (5) The thinking test system is high-fidelity. Children will be encouraged after completing each test item and can take a break during the test. After completing all the tests, children will be reminded to ask their parents to score, and they need to pass the user detection pop-up window to enter the scoring part. The user confirmation pop-up window needs to be opened by swiping the screen with two fingers to prevent children from scoring randomly.

[0217] (6) The scoring part of the thinking test is highly fidelity. Before scoring, parents will be introduced to the scoring rules and indicators. Of course, parents can also complete the scoring according to the scoring process given by the game. Each scoring page provides a score selection for an indicator to reduce the cost of thinking. The rating display on the scoring result page highlights the total score and distinguishes the levels by color, which is clearly displayed.

[0218] 4.7 Game animation and sound effects

[0219] Animation is the soul of the game, which can make the game world more vivid and interesting, and make people feel immersive. Appropriate animation can also enhance players' understanding of the game and enhance the gaming experience, mobilize players' emotions, and play a role in connecting game modules. However, the more animations in the game, the better. Animation can attract players' attention, but it will distract players from solving problems in the game. Too many animations will also make players unable to grasp the key points of the interface and make people dazzled. Therefore, Siqu Park only adds animation effects when it is necessary to emphasize, explain and render the atmosphere. See Table 9 for specific animation arrangements.

[0220] Table 9 Game animation configuration

[0221]

[0222] Humans have five senses: vision, hearing, touch, taste, and smell. Digital games cannot produce taste and smell, but they can enrich the game world through vision, hearing, and touch. The hearing in the game relies on music, voice, and sound effects. The role of music is mainly to set off emotions and promote the development of the plot. The main role of voice is to use words and timbre to explain the story or plot, and the main role of sound effects is to feedback events and create atmosphere.

[0223] Think Fun Park is a level game without a main storyline. In order to create a relaxed and interesting atmosphere that does not affect thinking, the game uses fast-paced system background music and relatively soothing game background music. The game also uses voice to explain the intention of each game and encourage players when appropriate. Children aged 3-6 do not know many words, so voice can help them understand the game better and create a sense of companionship. The voice should use sentences that children can understand and imitate the tone of children to appear more intimate. In addition, sound effects are also an indispensable part of the game. Think Fun Park uses sound effects to instantly feedback the player's operation when clicking buttons, during the game process, and when completing the game, so that the player can feel the effectiveness of the operation. See Table 5-7 for specific sound effect configurations.

[0224] Table 10 Game sound configuration

[0225]

[0226]

[0227] 4.8 Summary

[0228] First, we established a children's innovative thinking digital game design framework based on user experience according to the innovative thinking theory framework, game design process, and user experience design. Then, we started the design practice of innovative thinking digital games based on the framework. The challenges of the game were designed completely according to the innovative thinking digital game design theory framework, and four game stages were established: cognition, learning, construction, and innovation. The game's interaction, vision, animation, and sound effects were designed based on the results of user research, and we tried our best to design innovative thinking digital games that meet user needs.

[0229] 5. Game development and evaluation

[0230] 5.1 Expert Design Review

[0231] There are three methods: design criteria evaluation method and expert review method. After the high-fidelity prototype of "Think Fun Park" was produced, the heuristic evaluation method was used to complete the design review.

[0232] 5.1.1 Purpose and Methods of Heuristic Evaluation

[0233] Before starting the evaluation, we first need to formulate the principles of this heuristic evaluation based on the game iteration goals and Nielsen's ten design principles. Then recruit three design experts who are not related to the project to participate in the evaluation. The experts use their work experience and professional knowledge to evaluate the rationality of interface elements and interaction methods, and experience the game from the perspective of players, simulate the player's usage scenarios, and make suggestions for the game iteration. Next, let the experts exchange their ideas with each other and collect more suggestions. The specific process design is as follows: Fig.18 shown.

[0234] 5.1.2 Principles of Heuristic Evaluation

[0235] "Think Fun Park" is a children's educational game. The game should meet the expectations of parents, be able to continuously attract children's attention, improve their innovative thinking level, and be interesting, effective, and efficient. For this reason, this evaluation selected seven of Nielsen's ten design principles and added the principles of immersion, effectiveness, and efficiency. See Table 10.

[0236] Table 10 Heuristic evaluation principles

[0237]

[0238]

[0239] 5.1.3 Evaluation Tasks

[0240] Before the formal evaluation, it is necessary to explain the game background, evaluation purpose and evaluation tasks to the experts. The game background includes the target users, game goals and game intentions. The evaluation content includes the game system, game part and test part, and the specific task objectives are detailed, see Table 11.

[0241] Table 11 Heuristic evaluation tasks

[0242]

[0243] 5.1.4 Results of Heuristic Evaluation

[0244] This assessment recruited two game interaction practitioners and one product interaction practitioner. They gave a good overall evaluation of the game and believed that the game was rich and interesting. However, from the perspective of children aged 3-6, they raised some design issues that may not be child-friendly. The table lists the issues summarized in this walkthrough according to their importance level and provides solutions, see Table 12.

[0245] Table 12 Heuristic evaluation results

[0246]

[0247] 5.2 Game Development

[0248] "Think Fun Park" is implemented by dividing it into two modules: game and test. First, a special game engine is developed according to the content of the game to support the main system and game part of the game. Then the test part of the game is developed to realize the special functions of the game and complete the development of game version 2.0.

[0249] 5.3 User Testing

[0250] 5.3.1 Purpose and Methods of User Testing

[0251] User testing is also called usability testing. User testing is to let users use the product to complete a given task in an environment that is as close to the real world as possible, and obtain usability issues of the product from the user's actual operation and experience. Children aged 3-6 are the main users of "Think Fun Park". The usability of the game can only be understood by observing and asking children's behavior. Therefore, the test was scored by the staff based on the performance of the subjects in completing the task, and the scoring was completed just after each task was completed.

[0252] Table 13 User testing tasks

[0253]

[0254] Before testing, we must first clarify the purpose of user testing. This test has three main purposes: 1) to understand whether players can master product operations through a small amount of tips; 2) to understand the players' understanding of the game; 3) to understand whether players can adapt to and be satisfied with the difficulty gradient of the game. Next, determine the task list (Table 13) according to the test purpose and develop a task table. Randomly recruit 6 children aged 3-6 and let them experience the game in a relaxed and free environment. Observe whether their operating status is smooth, ask them for their ideas at the right time, and record the questions.

[0255] 5.3.2 User testing results

[0256] The location of this user test was chosen to be the home of the recruited person. The subjects experienced the game in a familiar environment, which was closer to the real situation. During the test, the subjects were allowed to operate according to their own ideas as much as possible. At the same time, their operating behavior and game understanding were scored, with full mastery and full understanding being scored as 5 points, and vice versa being scored as 0 points. Table 14 shows the comprehensive results and specific questions of the test.

[0257] Players showed strong interest and curiosity in the process of experiencing the game. Some players even imitated the image of the rabbit group and covered their eyes with their thumbs up after winning the game. For most games that require hands-on operation, players can understand the intention of the game, but because the requirements of the game are too high, players have doubts about the game. In addition, players are not patient enough for tests. Although a break time is set for each test, players are still unwilling to spend 30 minutes to do the test. Parents also said that they are usually busy and it is difficult to complete the test scoring after accompanying their children to complete the long test.

[0258] Table 14 User test results

[0259] Task score Rating Problem Description 1. Enter the game smoothly 2.5 C Players cannot distinguish the meaning of the two entrances "Quiz" and "Game" on the homepage. 2. Return and reselect the game 4 A / 3. Find the specified game 4.17 A / 4. Complete the picture selection for Test Item 2 2.67 C After the scroll panel is folded, the player does not know to open the panel to select the scroll. 5. Complete any drag game 3.5 B The game is too difficult and not friendly to children with poor control. 6. Complete the clicker game 5 S / 7. Complete the test content 2 C Players can't focus for too long. 8. Complete the storage operation of drawing games 3.5 B After being prompted, one can learn quickly. 9. Understanding of game / level completion 4.17 A / 10. Understanding of Unlocked Levels 4 A / 11. Understanding of game ratings 5 S / 12. Understanding of each game 4 A / 13. Understanding of test content 2.83 C The sample was shown too briefly for the player to understand immediately. 14. Understanding of test time prompts 4.5 A / 15. Complete all levels of the Tangram game 4.33 A /

[0260] 5.3 Design Iteration

[0261] According to the problems summarized in the user test, "Think Fun Park" will be optimized to version 2.0. The interface will be re-arranged to allow players to easily master the game operation. The presentation of the game content will be changed to enhance players' understanding of the game. The specific solutions to the problems are as follows:

[0262] (1) Players cannot distinguish the meaning of the two entrances "Quiz" and "Game" on the homepage.

[0263] (2) After the scroll panel is folded, the player does not know how to open the panel to select the scroll.

[0264] (3) Drag games are too difficult

[0265] (4) Players cannot focus for too long

[0266] The current version redesigned the test process ( Fig.19 ), a new test selection platform has been added, allowing players to complete the test in three times, and parents can also complete the test scoring in three times. If an unexpected situation occurs during the test, the test record can be deleted before scoring and the test can be retaken, reducing the time and task burden of parents and children.

[0267] (5) The sample display time is too short

[0268] 5.4 Evaluation of the game "Think Fun Park"

[0269] 5.4.1 User Experience Evaluation

[0270] This test uses half positive and half negative statements, and each statement uses a 5-level scale, with 1 representing strong disagreement and 5 representing strong agreement. The counting method of the scale is shown in Table 15.

[0271] Table 15 SUS score calculation table

[0272] Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 SUS score Level 1 0 4 0 4 0 4 0 4 0 4 0.0 Level 2 1 3 1 3 1 3 1 3 1 3 25.0 Level 3 2 2 2 2 2 2 2 2 2 2 50.0 Level 4 3 1 3 1 3 1 3 1 3 1 75.0 Level 5 4 0 4 0 4 0 4 0 4 0 100.0

[0273] Items 1, 3, 5, 7, 9 and Items 2, 4, 6, 8, 10 are opposite scores in the range of 0-4. The total score multiplied by 2.5 can get the SUS score of the product. There are four levels of scores. A score greater than 75 indicates good usability.

[0274] This time, 20 parents were recruited to participate in the evaluation. The evaluation process was divided into three stages: preparation, evaluation, and summary. In the preparation stage, the background of the game was introduced to the users participating in the evaluation, and the system usability scale was explained to ensure that the users were clear about the scoring rules of the scale. In the evaluation stage, users were allowed to freely experience the two versions of the game before and after the iteration in a relaxed environment and complete the scoring. In order to avoid psychological errors in users, the experience of the two versions will be separated by half an hour, and the difference between the versions will not be informed to users. After the scoring is completed, the user's experience will be briefly asked. The user experience evaluation results of the final version iteration are shown in Table 16.

[0275] Table 16 Comparison of user experience evaluation results of version iterations

[0276]

[0277] From the user experience evaluation results, the total average SUS score of version 1.0 is greater than 70, indicating that the user experience of version 1.0 is acceptable to users. After iteration, the total average SUS score of version 2.0 is 80.6, indicating that the overall user experience of version 2.0 is good. In order to be able to more clearly understand the specific user experience issues of the game, this evaluation extracted the average score of each item, as shown in Table 17.

[0278] Table 17 Comparison of average scores of each item in version iteration

[0279] Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 Question 7 Question 8 Question 9 Question 10 Version 1.0 2.3 0.9 3.3 3.05 3.35 3.4 3.3 3.05 2.5 3.5 Version 2.0 3 2.5 3.4 3.2 3.45 3.35 3.45 3.2 2.9 3.8

[0280] 5.4.2 Game Usefulness Evaluation

[0281] The design purpose of "Thinking Fun Park" is to cultivate children's innovative thinking and achieve the educational purpose of educational games. In order to verify the role of the game in cultivating children's innovative thinking, a controlled experiment was conducted to evaluate the usefulness of the game. The evaluation used the thinking test in "Thinking Fun Park" to assess the innovative thinking level of the subjects. The game divided the thinking level from high to low into five levels: SS, A, B, C, and D according to the scoring rules of the Torrance test (Table 18).

[0282] Table 18 Scoring rules for thinking test ratings

[0283]

[0284]

[0285] This experiment invited 6 children aged 3-6 to participate in the evaluation, with 2 subjects in each age group. In order to ensure fairness and objectivity in the scoring, the scoring of the thinking test was completed by the children's parents, and the author calculated the scores in the game background. The comparison of the scores of each indicator before and after training and the overall results of the evaluation are shown in the figure below. Fig. 20 shown.

[0286] The present invention uses paired sample T test to test the significance of improving the level of innovative thinking through training. Before T test, the data was first tested for normality of normal distribution. The results showed that sig. was greater than 0.05, obeying normal distribution. Further checking the QQ graph of the data also shows that the sample points are basically near the straight line. Therefore, the sample data obeys normal distribution.

[0287] The paired sample T test was used to test the index data and total thinking scores of the six samples, and the effectiveness of the training was verified by significant differences. From the test results (Table 19), the fluency score (r = 0.913), anti-blocking score (r = 0.966), detail score (r = 0.822), and total score (r = 0.827) were all greater than 0.8, indicating that the two groups of test data before and after training were strongly correlated, and the significance of the five scoring indicators and the total score was less than 0.05. This shows that after two weeks of game training, the innovative thinking level of the six subjects has been improved to a certain extent, indicating that games have a certain positive effect on cultivating children's innovative thinking.

[0288] Table 19 Significance results of paired sample T test

[0289] Fluency Originality Title points Anti-sealing points Details Total score Correlation coefficient 0.913 0.724 0.613 0.966 0.822 0.827 Significance 0.004 0.000 0.014 0.000 0.015 0.001

[0290] It should be noted that the embodiments of the present invention can be implemented by hardware, software, or a combination of software and hardware. The hardware part can be implemented using dedicated logic; the software part can be stored in a memory and executed by an appropriate instruction execution system, such as a microprocessor or dedicated design hardware. It can be understood by a person of ordinary skill in the art that the above-mentioned devices and methods can be implemented using computer executable instructions and / or contained in a processor control code, such as a carrier medium such as a disk, CD or DVD-ROM, a programmable memory such as a read-only memory (firmware), or a data carrier such as an optical or electronic signal carrier. Such code is provided on the carrier medium. The device and its modules of the present invention can be implemented by hardware circuits such as very large-scale integrated circuits or gate arrays, semiconductors such as logic chips, transistors, etc., or programmable hardware devices such as field programmable gate arrays, programmable logic devices, etc., can also be implemented by software executed by various types of processors, and can also be implemented by a combination of the above-mentioned hardware circuits and software, such as firmware.

[0291] The above description is only a specific implementation mode of the present invention, but the protection scope of the present invention is not limited thereto. Any modifications, equivalent substitutions and improvements made by any technician familiar with the technical field within the technical scope disclosed by the present invention and within the spirit and principle of the present invention should be covered by the protection scope of the present invention.

Claims

1. A children's innovative thinking gamification inspiration system, characterized by: The children's innovative thinking gamification inspiration system includes: Parameter setting module, used to set relevant parameters in the training process; The training module is used to train users’ innovative thinking by using different types of games; A test module, used to evaluate the user's innovative thinking level based on training results; The parameter setting module includes: The system relationship setting module is used to set the coupling relationship between various systems according to the traditional game design method; Configuration parameter setting module, used to configure the parameter settings of the data coupling module, traverse all the systems in the game and set the coupling relationship between the systems and configure the coupling parameters between the systems; Operation and recording module, used for open game operation and recording parameter changes between systems; The parameter correction module is used to use the system parameter configuration information as the input source. The dynamic correction system performs parameter correction calculation based on the input source to obtain the parameter correction value of each system after one processing; A system parameter setting module, used for applying the parameter correction values ​​to the corresponding system parameters according to the parameter correction values ​​of each system after the primary processing obtained by the server module; The adaptive parameter module is used to obtain adaptive parameters according to the feedback of each system after parameter correction according to the calculation strategy, and obtain the dynamic parameter correction values ​​of each system according to the adaptive parameters and the corrected parameters of each game system; The training module includes: The brain wave feedback module is used to receive the bioelectric waves collected by the brain wave instrument and generate wave images; The historical database module is used to store brain waves of different levels of logical thinking development of organisms; The central processing module is used to obtain the wave image in the historical database and compare the wave image generated by the brain wave feedback module with the wave image in the read historical database, so as to obtain the development degree of the organism's logical thinking; A display module for displaying the development degree of the organism's logical thinking; Game module, used to train logical thinking; A storage module for storing bioelectric wave data; The gamification-based inspiration method for children's innovative thinking of the gamification-based inspiration system for children's innovative thinking is implemented, and the gamification-based inspiration method for children's innovative thinking comprises the following steps: Step 1: Set the total duration, single duration, test sound or other parameters during the training process; Step 2: Use different types of games to train users’ innovative thinking; Step 3: Evaluate the user's innovative thinking level based on the training results; In step 3, the evaluation of the user's innovative thinking level based on the training results includes: Obtain innovative thinking portrait information and training results of child users; The discretized innovative thinking portrait information is used as the input of the decision tree classifier, and a parameter set of the decision tree classifier is obtained by a k-fold method; The decision tree classifier is trained using the dynamically updated parameter set, and a logistic regression model based on the two-parameter item response theory of the current game of the child user is constructed by the trained decision tree classifier; Based on the training results and the logistic regression model based on the two-parameter item response theory of the child user's current game, the screening information of the child user for each knowledge point in the current class is obtained; Based on the screening information of the child user on each knowledge point in the current game, the corresponding level information of innovative thinking of the child user is obtained; based on the innovative thinking level information of the child user, the innovative thinking level of the user is evaluated.

2. The children's innovative thinking gamification inspiration system as claimed in claim 1, characterized in that: The relevant parameters in the parameter setting module include: total duration, single duration, test sound or other parameters; The test module includes: An explanation unit, which is used to provide instructions for the thinking test items; A test unit, used to test the user's thinking ability using multiple thinking test items; The scoring unit is used to provide scoring rules and indicators to the third party, and the third party is used to score the user's thinking ability test project completion status according to the provided scoring rules and indicators; The display unit is used to display the scoring results and output the thinking ability level corresponding to the score.

3. The children's innovative thinking gamification inspiration system as claimed in claim 1, characterized in that: The parameter correction module comprises: The parameter input module to be corrected is used to input the parameter to be corrected through the input source using the system parameter configuration information as an input source; A parameter correction equation building module is used to establish a parameter correction equation of the correction amount by taking the total duration, single duration, test sound and other parameters in the training process as correction amounts; An evaluation function building module is used to establish a fitness evaluation function by taking the error between the coupling relationship between the set systems and the traditional game design relationship as the fitness index of the child user for the current game; The parameter correction equation optimization module is used to optimize the gain coefficient in the model parameter correction equation using the policy gradient learning method according to the fitness evaluation function to obtain the optimized parameter correction equation; The parameter correction module is used to perform parameter correction calculations based on the input source through the dynamic correction system and the optimized parameter correction equation to obtain the parameter correction values ​​of each system; The correction parameter output module is used to output the parameter correction values ​​of each system after processing.

4. The children's innovative thinking gamification inspiration system as claimed in claim 1, characterized in that: In step 1, the single duration can be set to: 10 minutes, 20 minutes, 30 minutes; the total duration can be set to: 45 minutes, 1 hour, 2 hours; In step 2, the training of user's innovative thinking by using different types of games includes: training user's innovative thinking by using 11 different types of games; Each of the 11 different types of games has 10 levels; The 10 levels include: The first level is the cognitive level, which is used for users to gain a basic understanding of the game content; The second and third levels are learning levels, which are used for users to form corresponding ways of thinking; The fourth level is the construction level, which is used for users to build their thinking to adapt to the new game environment; The 5th and 6th levels are learning levels, which are used for users to form corresponding thinking patterns based on the increasing difficulty of the new game; The seventh level is the construction level, which is used for users to build their thinking to adapt to the difficulty of the new game; The 8th and 9th levels are learning levels, which are used to help users develop a mindset for new games with increasing difficulty. The 10th level is the construction level, which allows users to freely apply the construction thinking method in a highly free game environment.

5. A computer device, characterized in that: The computer device includes a memory and a processor, the memory stores a computer program, and when the computer program is executed by the processor, the processor executes the children's innovative thinking gamification inspiration system according to any one of claims 1 to 4, including the following steps: The total duration, single duration, test sound or other parameters of the training process can be set; the single duration can be set to: 10 minutes, 20 minutes, 30 minutes; the total duration can be set to: 45 minutes, 1 hour, 2 hours; 11 different types of games are used to train users' innovative thinking; users' innovative thinking level is evaluated based on the training results.

6. An information data processing terminal, characterized in that: The information data processing terminal is used to implement the children's innovative thinking gamification inspiration system as described in any one of claims 1 to 4.

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