A story framework-based interdisciplinary knowledge integration teaching method

Abstract

This invention discloses a cross-disciplinary knowledge integration teaching method based on a story framework, belonging to the field of smart education technology. First, a general story skeleton is constructed, including an initial state, a target state, constraints, and a role system. Second, the system receives the teaching objective input and automatically matches and extracts relevant knowledge nodes from multiple disciplines using knowledge graph technology. Next, a semantic mapping algorithm dynamically fills the extracted knowledge nodes into the conflict resolution path of the story skeleton, generating a logically coherent cross-disciplinary narrative script. Finally, the system drives a virtual character to execute the script and dynamically adjusts the story's difficulty level and branching directions based on learners' real-time interactive feedback. This invention breaks down the barriers of traditional single-discipline teaching, concretizing abstract knowledge into tools for resolving story crises, significantly enhancing learning immersion, knowledge transfer ability, and comprehensive problem-solving skills.

Description

Technical Field

[0001] This invention relates to the field of smart education technology, specifically to a teaching method that integrates interdisciplinary knowledge based on a story framework. Background Technology

[0002] For a long time, the mainstream education system has followed a subject-based teaching model, strictly separating subjects such as physics, chemistry, history, and geography. Students memorize the "lever principle" in physics class and mechanically recite "the years of Zheng He's voyages" in history class. However, when faced with complex problems in the real world that require the integrated application of knowledge in materials mechanics, meteorology, and supply chain management (such as how to design an ancient sailing ship capable of transoceanic voyages), they often exhibit severe "knowledge transfer barriers." This isolated and fragmented way of acquiring knowledge makes it difficult for learners to build a systematic worldview and develop higher-order thinking skills to solve complex practical problems. To address these issues, while the industry has promoted STEM / STEAM education and project-based learning, these practices still face significant bottlenecks. On the one hand, existing interdisciplinary courses rely heavily on teachers' personal experience for manual design, lacking a standardized underlying logical framework, resulting in inconsistent course quality and difficulty in large-scale replication. On the other hand, educational games on the market often fall into the trap of "labeling": the story background is merely decorative, and the core gameplay remains a tedious quiz-based challenge (i.e., "external" integration). For example, in a shooting game, answering a math question correctly is required to fire a shot. This forced integration fails to internalize mathematical knowledge as part of the game mechanics, leading to a psychological separation between "story and knowledge," hindering deep cognitive integration. With the application of artificial intelligence in education, existing adaptive learning systems, while able to recommend similar questions based on error rates, lack the ability to dynamically construct "knowledge application scenarios." Current technologies typically treat knowledge points as static data nodes, unable to dynamically weave narrative networks encompassing causal logic, resource constraints, and emotional engagement based on learners' real-time cognitive states. Lacking a high-level organizational tool like a "story framework," these systems cannot simulate complex real-world decision-making environments, nor can they adjust teaching strategies according to learners' personality preferences (such as risk-taking or cautious learning styles). Therefore, there is an urgent need for a novel teaching method that organically integrates multidisciplinary knowledge, possesses dynamic evolution capabilities, and can stimulate deep learning motivation.

[0003] Therefore, we propose a teaching method that integrates interdisciplinary knowledge based on a story framework. Summary of the Invention

[0004] To achieve the above objectives, the present invention provides the following technical solution: a teaching method for interdisciplinary knowledge integration based on a story framework, comprising the following steps: Step S1: Construct a dynamic story skeleton; The processor calls the pre-stored story template library to generate an initial story logic tree containing background settings, character attributes, core conflict events and goal achievement conditions. The story logic tree defines at least one crisis node to be resolved. Step S2: Multi-source knowledge acquisition and cleaning; In response to teaching instructions, acquire teaching objectives covering at least two first-level disciplines, and based on a pre-constructed interdisciplinary knowledge graph, extract knowledge entities and entity relationships corresponding to the teaching objectives to form a knowledge node set; Step S3: Semantic mapping and script synthesis; Through the semantic mapping engine, the abstract concepts in the knowledge node set are transformed into concrete narrative elements in the story logic tree. The narrative elements include key props, skill release conditions or environmental interaction rules, thereby generating an executable first narrative script. Step S4: Immersive Interaction and Data Acquisition; The first narrative script is displayed to the learner through an output device, and the learner's behavioral data stream during the interaction with the narrative is collected in real time; Step S5: Cognitive assessment and dynamic evolution; Analyze the behavioral data stream using a machine learning model to assess the learner's cognitive load index, and dynamically adjust the complexity of the subsequent story logic tree or switch to an alternative narrative branch based on the assessment results to generate a second narrative script.

[0005] Preferably, the "semantic mapping and script synthesis" in step S3 specifically includes: Define a mapping rule base, which contains at least one of the following transformation logics: Mathematical logic knowledge is mapped to the "law of conservation of energy" or "mechanism unlocking code" in the story. Learners need to correctly derive the formulas to unlock the physical blockage in the story. Humanities and history knowledge is mapped to a "faction reputation system" or "historical event deduction" in the story, and the learner's choices will affect the balance of virtual forces in the story; Natural biological knowledge is mapped to "ecosystem structure" or "gene editing task" in the story. Learners need to complete biological combinations that conform to scientific principles in order to advance the plot.

[0006] Preferably, the "cognitive assessment and dynamic evolution" in step S5 specifically includes: Establish a dual-channel feedback mechanism: Positive leap path: If the learner is detected to have successfully applied knowledge nodes to solve the crisis in a series of times, the "higher-order integration" branch is triggered, which introduces composite knowledge nodes involving the third or fourth discipline. Negative backtracking channel: If it is detected that a learner is stuck at a specific knowledge node or the error rate exceeds the threshold, the "dimensionality reduction explanation" branch is triggered, which breaks down the knowledge node into basic sub-nodes of a single discipline and generates auxiliary NPCs (non-player characters) in the story to provide guidance.

[0007] Preferably, the method for constructing the "interdisciplinary knowledge graph" in step S2 includes: Extract entities (concepts, theorems, figures) from textbooks of various subjects and establish "pre-dependencies" between entities; for example, the definition of the entity "calculus" depends on the entity "function", and the definition of the entity "astrophysics" depends on both the entity "calculus" and the entity "law of universal gravitation", thus forming a network of knowledge structure.

[0008] Preferably, step S6 is also included: Generate a visual assessment report; based on the learner's frequency and success rate of calling knowledge nodes throughout the story process, generate an ability radar chart, and link the success or failure of the story's ending with the degree of knowledge mastery, with the animation of the story's ending dynamically rendered according to the degree of mastery.

[0009] A system for implementing the method of any one of claims 1 to 5, comprising: The story engine module is used to store and manage the story skeleton and supports the dynamic loading of plot branches; Knowledge graph databases are used to store cross-disciplinary knowledge entities and their semantic relationships; The narrative synthesizer connects the story engine module with the knowledge graph database and is configured to execute a semantic mapping algorithm to encapsulate knowledge points as plot triggers. An adaptive interaction interface is configured to push story content to the user's terminal and receive user operation commands; The cognitive computing center is configured to analyze the logical paths in user operation commands, calculate cognitive load, and send adjustment commands to the story engine.

[0010] Preferably, the narrative synthesizer further includes: Conflict implantation units are used to set up obstacles in the story that can only be overcome by solving mathematical equations or reasoning about historical causes; The resource replacement unit is configured to replace abstract scores, currency, or points with specific storyline resources (such as "stones needed to repair the castle" or "food needed to recruit soldiers"), and the production rate of this resource is controlled by the learner's speed of mastering the knowledge points.

[0011] Compared with existing technologies, this invention provides a teaching method for interdisciplinary knowledge integration based on a story framework, which has the following beneficial effects: 1. This interdisciplinary knowledge integration teaching method based on a story framework differs from existing technologies that rigidly embed knowledge points into question-and-answer games in a "plug-in" manner. This invention achieves a "functional driving force" of knowledge on story development through a semantic mapping mechanism. In this invention, abstract knowledge is no longer an object to be displayed, but a necessary tool for resolving story crises. For example, when repairing defensive facilities in the story, learners must use geometric optics to calculate the angle of incidence to focus sunlight, and simultaneously use organic chemistry to formulate fuel to increase temperature; both are indispensable. This design, which transforms mathematical logic into the "operating rules" of the story world, eliminates the gap between knowledge and application, forcing learners to shift from passive memorization to active application, fundamentally solving the problem of difficult knowledge transfer.

[0012] 2. This interdisciplinary knowledge integration teaching method based on a story framework effectively balances the "challenge difficulty" and "player skill" by utilizing a dynamic story framework, solving the dilemma of "high-achieving students not being challenged enough and struggling students falling behind" in traditional teaching. The system dynamically prunes the story logic tree by monitoring learners' behavioral data in real time (such as problem-solving time and error patterns) using a dual-channel feedback mechanism: when a learner is detected to be in a "flow state," a higher-order interdisciplinary task involving multivariate trade-offs is automatically introduced; when cognitive overload is detected, it seamlessly switches to a dimensionality-reduction explanation branch, breaking down complex tasks into single-discipline basic tasks. This personalized narrative rhythm control, combined with the emotional immersion brought by role-playing, transforms the originally tedious cognitive load into an exploratory drive with intrinsic reward, greatly reducing learning anxiety and extending focus time.

[0013] 3. This story-based, interdisciplinary knowledge integration teaching method addresses the shortcomings of traditional teaching evaluation, which relies solely on exam scores and fails to reflect students' comprehensive abilities. This invention generates a "competency gene map" that transcends grades by recording learners' decision-making paths, resource allocation strategies, and teamwork performance within the story world. The system not only assesses students' mastery of individual knowledge points but also quantifies their "systems thinking" ability—the ability to weigh pros and cons and predict short- and long-term consequences within complex systems. For example, by analyzing players' decisions to sacrifice the environment for short-term gains in the "Eco-City" story, the system can assess their awareness of sustainable development. This formative assessment based on behavioral big data provides educators with precise diagnostic evidence for learning progress, truly realizing the shift from "teaching knowledge" to "cultivating abilities." Detailed Implementation

[0014] The technical solutions in the embodiments of the present invention will be clearly and completely described below. Obviously, the described embodiments are only some embodiments of the present invention, and not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of the present invention.

[0015] Example An Example of an Interdisciplinary Knowledge Integration Teaching Method Based on a Story Framework A story-based, interdisciplinary knowledge integration teaching method includes the following steps: Step S1: Construct a dynamic story skeleton; The processor calls the pre-stored story template library to generate an initial story logic tree that includes background settings, character attributes, core conflict events, and conditions for achieving the goal. The story logic tree defines at least one crisis node to be resolved. Step S2: Multi-source knowledge acquisition and cleaning; In response to teaching instructions, acquire teaching objectives covering at least two first-level disciplines, and based on a pre-constructed interdisciplinary knowledge graph, extract knowledge entities and entity relationships corresponding to the teaching objectives to form a knowledge node set; Step S3: Semantic mapping and script synthesis; Through the semantic mapping engine, the abstract concepts in the knowledge node set are transformed into concrete narrative elements in the story logic tree. The narrative elements include key props, skill release conditions or environmental interaction rules, thereby generating an executable first narrative script. Step S4: Immersive Interaction and Data Acquisition; The first narrative script is displayed to the learner through the output device, and the learner's behavioral data stream during the interaction with the narrative is collected in real time; Step S5: Cognitive Assessment and Dynamic Evolution; Utilize machine learning models to analyze behavioral data streams to assess learners' cognitive load index, and dynamically adjust the complexity of subsequent story logic trees or switch to alternative narrative branches based on the assessment results to generate a second narrative script.

[0016] Specifically, step S3, "semantic mapping and script synthesis," includes: Define a mapping rule base, which contains at least one of the following transformation logics: Mathematical logic knowledge is mapped to the "law of conservation of energy" or "mechanism unlocking code" in the story. Learners need to correctly derive the formulas to unlock the physical blockage in the story. Humanities and history knowledge is mapped to a "faction reputation system" or "historical event deduction" in the story, and the learner's choices will affect the balance of virtual forces in the story; Natural biological knowledge is mapped to "ecosystem structure" or "gene editing task" in the story. Learners need to complete biological combinations that conform to scientific principles in order to advance the plot.

[0017] Specifically, step S5, "Cognitive Assessment and Dynamic Evolution," includes: Establish a dual-channel feedback mechanism: Positive leap path: If the learner is detected to have successfully applied knowledge nodes to solve the crisis in a series of times, the "higher-order integration" branch is triggered, which introduces composite knowledge nodes involving the third or fourth discipline. Negative backtracking channel: If it is detected that a learner is stuck at a specific knowledge node or the error rate exceeds the threshold, the "dimensionality reduction explanation" branch is triggered, which breaks down the knowledge node into basic sub-nodes of a single discipline and generates auxiliary NPCs (non-player characters) in the story to provide guidance.

[0018] Specifically, the method for constructing the "interdisciplinary knowledge graph" in step S2 includes: Extract entities (concepts, theorems, figures) from textbooks of various subjects and establish "pre-dependencies" between entities; for example, the definition of the entity "calculus" depends on the entity "function", and the definition of the entity "astrophysics" depends on both the entity "calculus" and the entity "law of universal gravitation", thus forming a network of knowledge structure.

[0019] Specifically, it also includes step S6: Generate a visual assessment report; based on the learner's frequency and success rate of calling knowledge nodes throughout the story process, generate an ability radar chart, and link the success or failure of the story's ending with the degree of knowledge mastery, with the animation of the story's ending dynamically rendered according to the degree of mastery.

[0020] A system for implementing the method of any one of claims 1 to 5, comprising: The story engine module is used to store and manage the story skeleton and supports the dynamic loading of plot branches; Knowledge graph databases are used to store cross-disciplinary knowledge entities and their semantic relationships; The narrative synthesizer connects the story engine module with the knowledge graph database and is configured to execute a semantic mapping algorithm to encapsulate knowledge points as plot triggers. An adaptive interaction interface is configured to push story content to the user's terminal and receive user operation commands; The cognitive computing center is configured to analyze the logical paths in user operation commands, calculate cognitive load, and send adjustment commands to the story engine.

[0021] Specifically, the narrative synthesizer further includes: Conflict implantation units are used to set up obstacles in the story that can only be overcome by solving mathematical equations or reasoning about historical causes; The resource replacement unit is configured to replace abstract scores, currency, or points with specific storyline resources (such as "stones needed to repair the castle" or "food needed to recruit soldiers"), and the production rate of this resource is controlled by the learner's speed of mastering the knowledge points.

[0022] Through the above technical solution, this invention differs from the "plug-in" fusion of existing technologies that forcibly embed knowledge points into question-and-answer games. Instead, it achieves a "functional driving force" of knowledge on story development through a semantic mapping mechanism. In this invention, abstract knowledge is no longer an object to be displayed, but a necessary tool for resolving story crises. For example, when repairing defensive structures in the story, learners must use geometric optics to calculate the angle of incidence to focus sunlight, and simultaneously use organic chemistry to formulate fuel to increase temperature; both are indispensable. This design, which transforms mathematical logic into the "operating rules" of the story world, eliminates the gap between knowledge and application, forcing learners to shift from passive memorization to active application, fundamentally solving the problem of difficult knowledge transfer. By utilizing a dynamic story framework, it effectively balances "challenge difficulty" and "player skill," resolving the dilemma in traditional teaching where "high-achieving students are not challenged enough, and struggling students cannot keep up." The system dynamically prunes the story logic tree by monitoring learners' behavioral data in real time (such as problem-solving time and error patterns) using a dual-channel feedback mechanism: when a learner is detected to be in a "flow state," a higher-order interdisciplinary task involving multivariate trade-offs is automatically introduced; when cognitive overload is detected, it seamlessly switches to a dimensionality-reduction explanation branch, breaking down complex tasks into single-discipline basic tasks. This personalized narrative rhythm control, combined with the emotional immersion brought by role-playing, transforms the originally tedious cognitive load into an exploration-driven force with intrinsic rewards, greatly reducing learning anxiety and extending focus time. Traditional teaching evaluation relies solely on exam scores, failing to reflect students' comprehensive qualities. This invention generates a "capability gene map" that transcends scores by recording learners' decision-making paths, resource allocation strategies, and teamwork performance in the story world. The system can not only assess students' mastery of individual knowledge points but also quantify their "systems thinking" ability—the ability to weigh pros and cons and predict short- and long-term consequences in complex systems. For example, by analyzing players' decisions to sacrifice the environment for short-term gains in the "Eco-City" story, the system can assess their awareness of sustainable development. This formative assessment based on behavioral big data provides educators with accurate diagnostic criteria for learning progress, truly realizing the shift from "teaching knowledge" to "cultivating abilities."

[0023] 1. System initialization and story skeleton loading Before the lesson begins, the teacher uploads the learning objectives to their terminal: Physics: Master the formula for liquid pressure And the lever balance condition.

[0024] Chemistry: Understand the activity series of metals (K, Ca, Na...).

[0025] Biology: Understand the reaction formula of photosynthesis and the calculation of oxygen supply.

[0026] System execution steps: The server invokes the story skeleton engine and loads the "Survival Building" template. The system generates an initial state containing the following elements: Environmental parameters: The atmospheric pressure on Mars is 1% of that on Earth (low-pressure environment), and the gravity is 3.71 m / s². 2 .

[0027] Crisis point: The base airlock has malfunctioned and needs to be repaired within 30 minutes, or the oxygen will run out.

[0028] Resource Pool: Virtual resources include "aluminum alloy plates", "liquid water reserves", and "electricity quotas".

[0029] 2. Semantic mapping and script generation of interdisciplinary knowledge The narrative synthesizer executes the following mapping algorithm to transform abstract knowledge points into "physical laws" within the game: 3. Dynamic interaction and adaptive feedback mechanism (core details) The system presents the above content through an adaptive interactive interface and collects behavioral data in real time.

[0030] Scenario simulation: The player chose the wrong combination of "copper wire + dilute hydrochloric acid" three times in a row during the "Welding Crack" mission.

[0031] S1 Data Acquisition: The system captures the player's erroneous actions and marks them as "Conceptual Misunderstanding: Metal Activity".

[0032] S2 Cognitive Assessment: The Cognitive Computing Center determines that the player is currently in a state of "cognitive overload".

[0033] S3 Dynamic Adjustment (Negative Backtracking): The system pauses the main storyline and forcibly switches to the side quest "Chemistry Laboratory".

[0034] In the instance, the NPC "AI Mentor" guides players to conduct a virtual experiment: placing magnesium, zinc, and copper into acid and observing the rate of bubble formation.

[0035] The welding rod recipe for the main quest will only be unlocked after the player personally verifies that "magnesium reacts most violently".

[0036] S4 Advanced Challenge (Forward Leap): If the player succeeds on the first try, the system immediately triggers the "Extreme Environment" mode: a Martian dust storm strikes, causing a sudden drop in air pressure. The player needs to apply additional geographical knowledge (the relationship between air pressure and boiling point) to calculate the temperature compensation value required for welding under these conditions.

[0037] 4. Modal assessment and teaching closed loop After the course ends, the system no longer outputs a traditional grade sheet with a perfect score of 100. Instead, it generates a "Comprehensive Evaluation Report for Outpost Commanders". Capability Radar Chart: Engineering Intuition (Physics): 85 points (able to quickly adjust building structures based on gravity).

[0038] Experimental reasoning (chemistry): 60 points (still relies on trial and error, no theoretical model has been established).

[0039] Resource Management (Biological / Economic): 90 points (Oxygen allocation strategy is extremely efficient).

[0040] Knowledge Vulnerability Remediation Recommendations: The system detected a failure in the "Metal Activity" node and automatically pushed the next lesson's story theme as "The Legacy of Ancient Alchemists," focusing on a review of displacement reactions.

[0041] Visual narrative feedback: A unique CG animation is generated based on the size of the player's final base (depending on the breadth and speed of knowledge acquisition). If the player completes the game perfectly, the animation showcases a thriving Martian city; if the player barely completes it, the animation shows a crumbling, patched base.

[0042] 5. Hardware and Environmental Requirements This implementation runs on a cloud server, and the user terminal can be a VR headset, tablet, or PC. The system uses WebGL technology to render 3D story scenes and uses NLP (Natural Language Processing) technology to analyze the natural language answers entered by the player in the plot dialogue (for example, the player needs to type: "Use magnesium bars because they are more reactive than copper"), thereby achieving true human-computer collaborative storytelling.

[0043] Although embodiments of the invention have been shown and described, it will be understood by those skilled in the art that various changes, modifications, substitutions and alterations can be made to these embodiments without departing from the principles and spirit of the invention, the scope of which is defined by the appended claims and their equivalents.

Claims

1. A teaching method for interdisciplinary knowledge integration based on a story framework, characterized by: Includes the following steps: Step S1: Construct a dynamic story skeleton; The processor calls a pre-stored story template library to generate an initial story logic tree that includes background settings, character attributes, core conflict events, and conditions for achieving the objective. The story logic tree defines at least one crisis node to be resolved. Step S2: Multi-source knowledge acquisition and cleaning; In response to teaching instructions, acquire teaching objectives covering at least two first-level disciplines, and based on a pre-constructed interdisciplinary knowledge graph, extract knowledge entities and entity relationships corresponding to the teaching objectives to form a knowledge node set; Step S3: Semantic mapping and script synthesis; Through a semantic mapping engine, the abstract concepts in the knowledge node set are transformed into concrete narrative elements in the story logic tree. The narrative elements include key props, skill release conditions, or environmental interaction rules, thereby generating an executable first narrative script. Step S4: Immersive Interaction and Data Collection; The first narrative script is displayed to the learner through an output device, and the learner's behavioral data stream during the interaction with the narrative is collected in real time. Step S5: Cognitive assessment and dynamic evolution; The behavioral data stream is analyzed using a machine learning model to assess the learner's cognitive load index, and the complexity of the subsequent story logic tree is dynamically adjusted or switched to an alternative narrative branch based on the assessment results to generate a second narrative script.

2. The interdisciplinary knowledge integration teaching method based on a story framework according to claim 1, characterized in that: The "semantic mapping and script synthesis" in step S3 specifically includes: Define a mapping rule base, which contains at least one of the following transformation logics: Mathematical logic knowledge is mapped to the "law of conservation of energy" or "mechanism unlocking code" in the story. Learners need to correctly derive the formulas to unlock the physical blockage in the story. Humanities and history knowledge is mapped to a "faction reputation system" or "historical event deduction" in the story, and the learner's choices will affect the balance of virtual forces in the story; Natural biological knowledge is mapped to "ecological chain construction" or "gene editing tasks" in the story. Learners need to complete biological combinations that conform to scientific principles in order to advance the plot.

3. The interdisciplinary knowledge integration teaching method based on a story framework according to claim 1, characterized in that: The "cognitive assessment and dynamic evolution" in step S5 specifically includes: Establish a dual-channel feedback mechanism: Positive leap path: If it is detected that the learner has successfully applied knowledge nodes to solve the crisis in a continuous manner, the "higher-order integration" branch is triggered, which introduces composite knowledge nodes involving the third or fourth discipline. Negative backtracking channel: If it is detected that a learner is stuck at a specific knowledge node or the error rate exceeds the threshold, the "dimensionality reduction explanation" branch is triggered, which breaks down the knowledge node into basic sub-nodes of a single discipline and generates auxiliary NPCs (non-player characters) in the story to provide guidance.

4. The interdisciplinary knowledge integration teaching method based on a story framework according to claim 1, characterized in that: The method for constructing the "interdisciplinary knowledge graph" in step S2 includes: Extract entities (concepts, theorems, figures) from textbooks of various subjects and establish "pre-dependencies" between entities; for example, the entity "calculus" depends on the entity "function", and the entity "astrophysics" depends on both the entity "calculus" and the entity "law of universal gravitation", thus forming a network of knowledge structure.

5. The interdisciplinary knowledge integration teaching method based on a story framework according to claim 1, characterized in that: It also includes step S6: Generate a visual assessment report; based on the learner's frequency and success rate of calling knowledge nodes throughout the story process, generate an ability radar chart, and link the success or failure of the story's ending with the degree of knowledge mastery, with the animation of the story's ending dynamically rendered according to the degree of mastery.

6. A system for implementing the method according to any one of claims 1 to 5, characterized in that: include: The story engine module is used to store and manage the story skeleton and supports the dynamic loading of plot branches; Knowledge graph databases are used to store cross-disciplinary knowledge entities and their semantic relationships; The narrative synthesizer connects the story engine module with the knowledge graph database and is configured to execute a semantic mapping algorithm to encapsulate knowledge points as plot triggers. An adaptive interaction interface is configured to push story content to the user's terminal and receive user operation commands; The cognitive computing center is configured to analyze the logical paths in user operation commands, calculate cognitive load, and send adjustment commands to the story engine.

7. The system according to claim 6, characterized in that: The narrative synthesizer further includes: Conflict implantation units are used to set up obstacles in the story that can only be overcome by solving mathematical equations or reasoning about historical causes; The resource replacement unit is configured to replace abstract scores, currency, or points with specific storyline resources (such as "stones needed to repair the castle" or "food needed to recruit soldiers"), and the production rate of this resource is controlled by the learner's speed of mastering the knowledge points.

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