STORYTELLING AND GAME-BASED LEARNING AS TOOLS FOR REINVIGORATING CHINESE CULTURAL EDUCATION IN PRIMARY SCHOOLS

Abstract

This research aims to 1) design and implement an instructional model integrating storytelling and game-based learning (GBL) for Chinese cultural education in primary schools, 2) evaluate its effectiveness in improving students’ cultural knowledge, engagement, motivation, and satisfaction, and 3) analyze its impact on students’ perceptions of social, national, and cultural identity. A quasi-experimental design was employed with 60 Grade 5 students (30 experimental, 30 control) from Yantan Middle School, Zigong City, China. The intervention was conducted over one semester (March-June 2025). Data collection included pre- and post-tests, observation checklists, reflection journals, semi-structured interviews, satisfaction questionnaires, and an AEP (Attention, Engagement, and Participation) survey. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative data were examined thematically. The results show that the experimental group achieved significantly greater cultural knowledge gains (Pre-test M = 58.4, Post-test M = 82.7; p < 0.001) than the control group. Student satisfaction was high (M = 4.56/5), particularly for enjoyment and preference over traditional instruction. AEP indicators also confirmed higher on-task behavior, participation, and self-reported engagement in the experimental group. Qualitative findings highlighted emotional connection, playful engagement, and cultural pride. The findings demonstrate that storytelling integrated with GBL can significantly improve cultural knowledge, engagement, and identity development among primary school students.