Fostering Pedagogical Innovation: Theoretical Foundations for Developing a Gamified Chinese Folk Song Teaching Module for Primary School Education in China

Abstract

This paper explored the fundamental theoretical foundations underlying the design of a gamification-based teaching module on Chinese folk songs for primary school students in China. It first clarified the pressing need to safeguard Chinese folk songs as an essential part of national cultural inheritance and music education reform, highlighting how a gamified approach can respond to this challenge. By integrating insights from music pedagogy, cultural education, and gamification frameworks, the study highlighted the complexity and significance of constructing an effective and innovative teaching module aimed at enhancing engagement, cultural appreciation, and musical learning outcomes. The significance of this research lies in its potential to provide educators, curriculum designers, and policymakers with a replicable model that strengthens cultural identity, improves learning outcomes, and enriches music education nationwide. The paper offered an overview of the theoretical framework employed in designing a gamification-based teaching module on Chinese folk songs for primary school students in China, incorporating the ADDIE Model, the TPaCK Framework, Jean Piaget’s Constructivist Learning Theory, Self-Determination Theory (SDT), the Theory-Driven Gamification Design Model (GAFCC), Lev Vygotsky’s Sociocultural Theory, and the Cognitive Theory of Multimedia Learning. The ADDIE Model provided a systematic process for development, guiding the design, implementation, and evaluation phases to ensure that the gamified module was structured, adaptable, and aligned with learning objectives. The TPaCK Framework emphasized the integration of technology, pedagogy, and content knowledge in supporting music teaching. Piaget’s Constructivist Learning Theory highlighted active engagement and exploration, while Vygotsky’s Sociocultural Theory underscored the importance of collaboration and cultural context in learning folk songs. SDT emphasized intrinsic motivation, encouraging autonomy and engagement, and GAFCC offered a design model for embedding effective gamification strategies. Meanwhile, the Cognitive Theory of Multimedia Learning ensured the effective use of multimedia to enhance comprehension. Through the integration of these theoretical foundations, the study aimed to construct a comprehensive, engaging, and culturally relevant gamification-based teaching module. The anticipated outcome of the module was to foster students’ participation, deepen cultural appreciation, and improve musical learning outcomes, demonstrating the practical utility and effectiveness of gamified folk song education for both students and educators.