Abstract: Scientific literacy courses are essential for developing students’ scientific thinking skills and enhancing public scientific literacy. However, these courses often face challenges such as low student motivation and ineffective teaching outcomes. This paper introduces a gamified teaching approach, inspired by the core principles of first-class course design, and applies it to the course Detective Conan and Chemical Exploration. This gamified curriculum was implemented in elective undergraduate courses at Hunan Normal University and Central South University, aiming to meet the standards of first-class courses while improving students’ overall scientific literacy. In this teaching model, students act as primary “game players”, with the goal of acquiring knowledge and improving skills. Teachers and teaching assistants take on the role of NPCs (non-player characters), guiding the learning process. The course incorporates various game elements, such as team-based activities, level systems, real-time feedback, and points redemption, to foster an immersive learning experience. These game mechanics significantly increase student engagement and classroom vitality, leading to notable improvements in teaching outcomes.

Key words: Gamified learning, Detective conan, Scientific literacy courses, Immersive learning, First-class curriculum