In order to improve and explore the issue of engagement in children's moral education classes, this study designed, developed, and used a VR educational game called “Dream Back to Dunhuang,” and tested its effectiveness in student engagement. This study used a quasi-experimental method to collect data from observations, questionnaires, and interviews. The participants were divided into a game teaching group (group one) and a traditional teaching group (group two) for a period of five weeks. Student engagement was measured and compared from behavioral, emotional, and cognitive engagement. The results showed that the overall engagement level of group one was higher than that of group two. This game effectively improved students' story comprehension, language expression skills, and vivid performance. Moreover, some children in group two also applied the knowledge they have learned to their daily lives. However, the game was not significant enough in improving physical expression ability. Finally, the researchers proposed suggestions for applying educational games to children's moral education.
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Childhood is a critical stage of individual development, and experiences and education during this period are crucial to forming children's future values, social behaviors, and character traits. Moral education plays a vital role during this critical period, promoting empathy, responsibility and integrity in children through the conscious cultivation of moral principles and virtues. Children will gradually progress to different stages of moral reasoning under the influence of interaction with caregivers and moral education (Korotaeva & Chugaeva, 2019). Engaging in moral discussions and confronting dilemmas helps children internalize social norms and moral standards, influencing their behavior and interactions. Umirkhanovich et al. (2022) found that children who receive moral education demonstrate better self-regulation and a more positive attitude toward learning. Despite its importance, the effectiveness of moral education is often hindered by the way it is delivered. As Zhang (2022) notes, moral education courses in many schools fail to engage students effectively. The content, predominantly composed of static pictures and text, is not appealing to children. Moreover, the lack of scene reproduction in storytelling hampers students' deep understanding of the stories' core messages, leading to inattention and a lack of comprehension, appreciation, or enthusiasm for moral education. Moral education plays a vital role in fostering students' mental health and shaping their life values and perspectives. Therefore, it is imperative to enhance the delivery of moral education to make it more engaging and effective for students.
Educational games, a subset of serious games, employ gameplay for educational purposes, aiming to develop the knowledge, skills, intelligence, emotions, attitudes, and values of players (Moreno-Ger et al., 2008). These games merge learning and entertainment, enhancing the fun and motivation in learning. Students engage in a virtual environment through these games, which boosts their interest and willingness to participate in learning activities. An early example is “The Legend of Zelda,” developed by Nintendo in 1986, which combines elements of puzzle-solving, action, and adventure to foster cognitive development (McGowan & Scarlett, 2021). Collaboratively, Microsoft Corporation and the Massachusetts Institute of Technology initiated the Games-to-Teach project, creating educational game-based platforms focusing on natural sciences and mathematical geometry for children. Puzzle games like “Bookworm Adventure,” “Plants vs. Zombies,” and “Bonnie's Bookstore” from American Popcap Games have gained popularity among children. Additionally, Nintendo's “Sesame Street” puzzle game offers various options for different age groups (Lloyd et al., 2022). Globally, countries have implemented hierarchical management systems for educational games to ensure age-appropriate content. Europe utilizes the PEGI (Pan European Games Information) system, categorizing games based on age and content. The United States uses the ESRB (Entertainment Software Rating Board) system, which includes six ratings ranging from suitable for children aged 3 and up to adults aged 18 and above. Japan established the CERO (Computer Entertainment Rating Organization) system in 2002, guiding consumers to select age-appropriate games. Virtual Reality (VR) is increasingly recognized as a revolutionary tool in the field of educational technology, offering immersive and interactive experiences that have the potential to redefine how children learn and engage with educational content. VR games for children are not just about entertainment; they are designed with the dual purpose of educating while engaging the young mind in a dynamic virtual world (Smith & Doe, 2023). The essence of VR in education lies in its ability to create a captivating learning environment. Children can explore, experiment, and interact within these virtual spaces, which can lead to improved understanding and retention of complex concepts. The interactive nature of VR games makes learning an active rather than passive experience, encouraging students to take initiative and engage deeply with the subject matter.