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| Main Authors: | , , , |
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| Format: | Preprint |
| Published: |
2026
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2601.06230 |
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| _version_ | 1866915727533932544 |
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| author | Focardi, Alessio Bagnoli, Franco Guazzini, Andrea Gronchi, Giorgio |
| author_facet | Focardi, Alessio Bagnoli, Franco Guazzini, Andrea Gronchi, Giorgio |
| contents | The purpose of this work is to explore a teaching methodology aimed at communicating topics and subjects not typically studied and analyzed in the (Italian) secondary school. We focused specifically on the use of videogames as a recreational and educational tool, grounding our approach in a broadened conceptual view in which engagement and attentional allocation interact with motivational and affective components of play. Within this perspective, the playful format is considered not only to enhance motivation and enjoyment, but also to attenuate learners' counter-arguing tendencies when confronted with unfamiliar or abstract material. Building on this framework, we developed or adapted several videogames whose central scientific topics are phase transitions, sensitivity to initial conditions, and synchronization. We had a certain number of high school students playing the games, and we asked them several questions to guide them and determine whether the communication was successful. At the end of the activity, we administered a questionnaire about the enjoyment and the difficulties encountered in each game, and the relevant critics. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_06230 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Introducing the Physics of Complex Systems through Videogames Focardi, Alessio Bagnoli, Franco Guazzini, Andrea Gronchi, Giorgio Physics Education The purpose of this work is to explore a teaching methodology aimed at communicating topics and subjects not typically studied and analyzed in the (Italian) secondary school. We focused specifically on the use of videogames as a recreational and educational tool, grounding our approach in a broadened conceptual view in which engagement and attentional allocation interact with motivational and affective components of play. Within this perspective, the playful format is considered not only to enhance motivation and enjoyment, but also to attenuate learners' counter-arguing tendencies when confronted with unfamiliar or abstract material. Building on this framework, we developed or adapted several videogames whose central scientific topics are phase transitions, sensitivity to initial conditions, and synchronization. We had a certain number of high school students playing the games, and we asked them several questions to guide them and determine whether the communication was successful. At the end of the activity, we administered a questionnaire about the enjoyment and the difficulties encountered in each game, and the relevant critics. |
| title | Introducing the Physics of Complex Systems through Videogames |
| topic | Physics Education |
| url | https://arxiv.org/abs/2601.06230 |