Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation
Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation
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DOI：
10.1016/j.chb.2015.03.010
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发表时间：
2016-02-01
影响因子：
9.9
通讯作者：
Law, Victor
中科院分区：
文献类型：
--
作者：
Chen, Ching-Huei;Law, Victor
尽管游戏学习的支持者认为教育游戏能吸引学生并提供更好的学习效果，但教育游戏对动机和学习表现的影响仍不清楚。研究表明，在计算机支持的环境中添加支架可以改善学生的学习。因此，本研究探讨了支架对中学生个人和协作游戏学习的影响。来自八个不同班级的254名中学生参与了这项研究，他们被随机分配到四个条件：（a）个人控制（IC），（B）个人支架（IS），（c）合作控制（CC），（d）合作支架（CS）。结构方程模型的结果表明，支架对学生的学习动机和学习成绩有影响。此外，硬支架对软支架与学生学习绩效的关系具有调节作用。研究结果为合作游戏学习环境的使用提供了实证支持。然而，为了最大化合作游戏学习的效果，还应该引入硬支架来引导学生的学习体验。本研究提供了在基于游戏的学习环境中设计支架的方向。(C)2015爱思唯尔有限公司版权所有。
Although the proponents of game-based learning argue that educational games engage students and afford better learning outcomes, the impact of educational games on motivation and learning performance is still unclear. Research suggested that the addition of scaffolds in computer-supported environments may improve students' learning. Therefore, this study examined the effects of scaffolding on secondary students' individual and collaborative game-based learning. A total of 254 secondary school students from eight different classes participated in the study and they were randomly assigned to four conditions: (a) individual-control (IC), (b) individual-scaffold (IS), (c) collaborative-control (CC), and (d) collaborative-scaffold (CS). The results of the structural equation modeling revealed that scaffolding had an impact on students' motivation and learning performance. In addition, hard scaffolding moderated the relationship between soft scaffolding and students' learning performance. The results provided empirical supports for the use of collaborative game-based learning environments. However, in order to maximize the effects of collaborative game-based learning, hard scaffolds should also be introduced to guide students' learning experience. This study offers directions in designing scaffolding in game-based learning environments. (C) 2015 Elsevier Ltd. All rights reserved.