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The Design of Scaffolding in Game-Based Learning. A Formative Evaluation. Overview. Instructional games seem to be too restricted or allow for too much free play. Purpose of this study is to find the balance between too much support and not enough support. Cates and Bruce Scaffolding Model.
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The Design of Scaffolding in Game-Based Learning A Formative Evaluation
Overview • Instructional games seem to be too restricted or allow for too much free play. • Purpose of this study is to find the balance between too much support and not enough support.
Pre Treatment Questionnaire
Demographics • Gender: Half male/half female • Age: Predominately 11-12 • Grade: 6 and 7 • Race: Half Hispanic, the other half evenly split between [Black (3), Multi-racial (2), Native American (1), White (1), None of the above (2), Decline to comment (1)]
Computer Usage • Majority of students use the computer less than five hours per week. • Almost all students have a computer in their house but are evenly split between needing permission or being able to use it whenever they want.
Learning Styles • Majority of students favor Math and Science in school. • Majority of students learn best when they hear it or read it. • Most students learn best from teachers, with the Internet being the second highest rated option. • When asked what they do when something doesn’t work, most either take it apart or ask an adult.
Treatment My RulerMaker and CodeRuler
Code Ruler Characters 1 Castle Makes peasants and knights 10 Peasants Claim and work the land 10 Knights Capture enemy characters
What is the object of the game? • The object of the game is to capture your computer opponent’s castle. • You get points for capturing enemy characters such as knights, peasants, and castles. • You also get credit for land that is your color. • You will get points for the characters you still have.
Post Treatment Questionnaire
Attention • Highest attention average rating overall and in individual assessments: • Intrusive/Prescriptive • All other groups, near 3-3.3 (sort of true).
Relevance • Highest attention average rating overall and in individual assessments. • Intrusive/Prescriptive • All other groups, all medians near 2.5-3.5 (sort of true).
Confidence • Highest attention average rating overall and in individual assessments: • Non-Intrusive/ Prescriptive • Intrusive/Prescriptive • All other groups, all medians near 2.7-3 (sort of true). • Prescriptive groups were the least frustrated.
Satisfaction • Highest satisfaction average rating overall and in individual assessments: • Non-Intrusive/ Prescriptive • Intrusive/Prescriptive • All other groups, including Prescriptive, all medians near 2.6-3.3 (sort of true).
Scaffolding • Highest scaffolding average rating overall and in individual assessments: • Non-Intrusive/ Prescriptive • Intrusive/Prescriptive
Scaffolding (Continued) • Almost all groups agreed they felt it was just a little bit true that “The coaches in the room gave me too much help… I wanted to figure out more of it on my own.” Only the Non-Prescriptive groups disagreed.
Qualitative Findings
Frustration • The frustration levels were lower for the Prescriptive groups than the Non-Prescriptive groups.
Time on Task • Most of the Prescriptive groups were less likely to be off task than the Non-Prescriptive groups.
Findings • Findings indicate the students preferred intrusive and prescriptive scaffolding. • However, frustration and lack of understanding denote a need for additional scaffolding.
