Abstract
With the rapid development of information technology and the influence of the COVID-19 pandemic, online learning has become an important supplement to the teaching organization form of basic education and higher education. In order to increase user stickiness and improve learning performance, gamification elements are widely introduced into online learning situations. However, scholars have drawn different conclusions on the impact of game-based competition on online learning performance. This study is based on field theory and constructivist learning theory. Taking the online interaction of the curriculum platform as the situation, psychological capital as the intermediary variable and connected classroom atmosphere as the adjustment variable, this paper constructs an interaction model between game competition and online learning performance and discusses in depth the intermediary effect of psychological capital and the adjustment effect of a connected classroom atmosphere. The results show that game-based competition has a significant positive effect on learning performance, and the effect of direct competition is better than that of indirect competition; the self-efficacy dimension of psychological capital plays an intermediary role between direct competition and learning performance, and the resilience dimension plays an intermediary role between competition and learning performance; and a connected classroom atmosphere plays a regulating role in the dimensions of game competition, knowledge mastery and knowledge innovation.