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How Digital Scaffolds in Educational Games Affect Learning and Motivation

How Digital Scaffolds in Educational Games Affect Learning and Motivation. Sha Yang, Brian T. Berndt, Dr. William Watson Learning, Design & Technology Purdue University. Purpose.

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How Digital Scaffolds in Educational Games Affect Learning and Motivation

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  1. How Digital Scaffolds in Educational Games Affect Learning and Motivation Sha Yang, Brian T. Berndt, Dr. William Watson Learning, Design & Technology Purdue University

  2. Purpose • This study examines whether full and limited digital scaffolds in an educational computer game affect players’ learning outcome and motivation for the topic differently. • This study will have implications for the design of digital scaffolds in educational video games.

  3. Introduction • The literature on the use of scaffolds for learning is significant; however, there remains a scarcity of literature on scaffolds in the use of digital games for instruction, and particularly on built-in scaffolds in educational games.

  4. Research Question • With digital game-based learning, how do learning outcomes and motivation compare between learners who play an educational computer game with limited scaffolds and those who play the game with full scaffolds?

  5. Participants • Forty-seven undergraduates (46 Caucasian and 1 Asian) • Forty-six of them with no prior knowledge of Japanese shown by pretest.

  6. MaterialsGame • An educational computer game was developed to help players learn the basic Japanese characters known as hiragana. • Scaffolds Version A (Full scaffolds): Romaji on Cards, Hover Hints, Recommended Match Version B (Limited scaffolds): Color Hints, Hiragana Table, Recommended Match

  7. Romaji on Cards (Full Scaffolds)

  8. Color Hints (Limited Scaffolds)

  9. Turn off Scaffolds

  10. Pre- and post-motivation questionnaire • Pre- and post knowledge test • Game profile tracking achievements and what scaffolding they used. • Individual interviews

  11. Procedure • Participants were randomly and equally divided into two groups. • Participants filled in a pre-intervention questionnaire on their knowledge of Japanese and their motivation for learning Japanese. • Half of the students played Version A of the game and the other half played Version B. • After they played for twenty minutes, we suggested them to try to turn off the English underneath each card in the game, or to switch to intermediate mode, but they did not have to. • Participants played the game for 40 minutes in all. • Participants filled in a post-intervention questionnaire on their knowledge of Japanese and their motivation for learning Japanese. • Five participants were selected for 15-minute individual interview two weeks later.

  12. Analysis

  13. Results • Both groups’ motivation decreased after playing the game. Full scaffolds are not significantly different from limited scaffolds in affecting learners’ motivation. • The group using limited scaffolds had slightly higher motivation than the group using full scaffolds. • Two groups’ learning outcomes improve after playing the game. Full scaffolds are not significantly different from limited scaffolds in improving learners’ learning outcome. • Learners’ performance was not highly correlated to their scores in the posttest.

  14. Discussion • No prior knowledge of Japanese results in frustration and motivational decrease. • Whether scaffolds facilitate learning depends on how the scaffolds are used. - Some learners did not use scaffolds all the time and tried to learn the language. - Some learners used scaffolds all the time to win the game rather than trying to LEARN something.

  15. References • Bekebrede, G., Warmelink, H. J. G., & Mayer, I. S. (2011). Reviewing the need for • gaming in education to accommodate the net generation. Computers & Education, 57,1521-1529. • Brush T. A., & Saye, J. W. (2002). A summary of research exploring hard and soft scaffolding for teachers and students using a multimedia supported learning environment. The Journal of Interactive Online Learning, 1(2), 1-12. • Can, G., & Cagiltay, K. (2006). Turkish prospective teachers' perceptions regarding the use of computer games with educational features. Educational Technology & Society, 9(1), 308-321. • Koh, E., Kin. Y. G., Wadhwa, B., & Lim, J. (2011). Teacher perceptions of games in • Singapore schools. Simulation & Gaming, 42(4), 1-16. • Pastore, R. S., & Falvo. D. A. (2010). Video games in the classroom: pre- and in-service teachers’ perceptions of games in the K-12 classroom. International Journal of Instructional Technology and Distance Learning, 7(12), 49-57. • Schrader, P. G., Zheng, D., & Young, M. (2006). Teacher perceptions of video games: MMOGs and the future of preservice teacher education. Innovate Online Journal. • Simons, K., & Klein, J. D. (2007). The impact of scaffolding and student achievement levels in a problem-based learning environment. Instructional Science, 35, 41-72. • Sun, C.-T., Wang, D.-Y., & Chan, H.-L. (2011). How digital scaffolds in games direct problem-solving behaviors. Computers & Education, 57(3), 2118-2125. • Wood, D., Bruner, J., & G., R. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89-100. • Yelland, N., & Masters, J. (2007). Rethinking scaffolding in the information age. • Computers & Education, 48 (3), 362-382.

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