# The Application of Game-Based Teaching for Water Resources Science Learning
###### Abstract  
It is essential to encourage scientific understanding of water resources. However, how to achieve this for different objects needs to be researched further. Therefore, the purpose of this study is to analyze the impact of game-based teaching on elementary school students' learning satisfaction in water resources science applications. Students who take the course are asked to complete a learning satisfaction questionnaire at the end. A total of 420 questionnaires were distributed, with 388 being effective, a 92% effective ratio. The questionnaire data was used to conduct the study and analysis. The Cronbach's \(\alpha\) for all factors exceeded 0.7, indicating that the questionnaire items are stable and internally consistent. The results of descriptive statistics, factor analysis, independent sample \(t\)-test, regression analysis, and correlation analysis revealed that students were extremely satisfied with game-based water resources science teaching. According to factor analysis, three key factors influenced learning satisfaction: \"learning style,\" \"learning interest,\" and \"learning process.\" Furthermore, \"learning interest\" was positively related to \"learning style\" and \"learning process,\" with both having a significant effect on \"learning interest.\" The findings of this study also show that water resources science applications can be taught and promoted in a variety of ways.  
water resources science; game-based teaching; learning satisfaction +
Footnote †: journal: Applied Sciences  
procedure, and then students should try it for themselves. Students should be given greater opportunities for operation. When leading students, the teacher does not need to instantly express the scientific concept; instead, the teacher should allow students to gradually explore for themselves, assisting them in developing the proper scientific techniques and motivating their attitude and creativity in science. Therefore, using science games to teach students involves more than just letting them play games. Science games are activities that contain scientific principles or concepts and allow students to have fun with science [8]. A science game is a game-based learning strategy that integrates scientific principles and hands-on operation with educational objectives under flexible rules [9]. Presentations are the methods of conventional water resources science education [10].  
According to the descriptions above, this study proposes integrating game-based teaching to investigate learners' learning satisfaction in order to improve the way they learn. The additional benefit of this research is that it might help instructors understand how to improve the way their students learn and boost learning pleasure. Furthermore, it can improve research participants' comprehension of water resources science and increase the likelihood of it being appreciated. As a result, the purpose of this study is to learn how to increase water resources science learning satisfaction through game-based teaching to entice more students to learn the subject. This study employs water resources science as a subject in popular science promotion activities, allowing students to comprehend its contents and, as a result, identify the factors that influence students' learning satisfaction in game-based teaching. This study also investigates the factors that affect students' learning interest in the subject. Based on the findings, teachers hopefully will incorporate water resources scientific games into the teaching curriculum and utilize science games as a teaching tool to pique students' interest in this subject of science.