Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Autor/inn/en	Chen, Yu-Chi; Hou, Huei-Tse; Wu, Chang-Hsin
Titel	Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms
Quelle	In: Journal of Educational Computing Research, 61 (2023) 1, S.3-29 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hou, Huei-Tse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221101081
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Game Based Learning; Instructional Effectiveness; Learner Engagement; Prior Learning; Lesson Plans; Outcomes of Education; Learning Processes; Student Attitudes; Positive Attitudes; Feedback (Response); Learning Activities; Chemistry; Web Based Instruction; High School Students; Science Instruction; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Vorkenntnisse; Lesson planning; Unterrichtsplanung; Lernleistung; Schulerfolg; Learning process; Lernprozess; Schülerverhalten; Lernaktivität; Chemie; Web Based Training; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland
Abstract	A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose of this study was to investigate the learning outcomes of a scaffolding-based mind tool integrated with gamified learning activities applied to a science course. The study was conducted to investigate students' learning outcomes, flow, and qualitative feedback on the scaffolding-based mind tool. A total of 134 high school students participated in the experiment. The results showed that the gamified activity with the scaffolding-based mindtool significantly improved students' learning effectiveness, but the learning effectiveness did not differ significantly from that of the students in the lecture-based instruction. In addition, the study found that the learners' flow was high, the students were engaged in the activity. The qualitative feedback analysis also revealed high positive evaluations of the usefulness of the gamified activity, mind tool, and scaffolds. In addition, students with low prior knowledge or low learning effectiveness had significantly higher active engagement in flow than those with high prior knowledge/learning effectiveness. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01