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In recent years, museums have become valuable venues for students to develop career awareness outside of school. However, optimizing the educational potential of museums and improving learners' outcomes presents a significant challenge in museum learning design. This study integrates three main game elements—goals, stories, and role-playing—into museum visits to design a Gamified Learning Activity (GLA). To verify the effectiveness of the GLA, we conducted a quasi-experiment with 66 elementary school students at the Handicraft Museum. Using a mixed-methods approach with convergent parallel design, we collected quantitative data from knowledge tests and qualitative data from DAST (Draw-a-Scientist-Test) and interviews for a comprehensive analysis. The results showed that learners who participated in the GLA paid more attention to the details of the handicrafts, appreciated the craftsmen more, and eliminated stereotypes about the age of craftsmen. This indicates that the GLA not only enhances learners' acquisition of museum knowledge but also has a profound impact on their non-cognitive aspects, such as career awareness.
Xu et al. (Tue,) studied this question.