The design of scaffolding in game based learning
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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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Presentation Transcript

Overview
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

Pre Treatment

Questionnaire


Demographics
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
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
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

Treatment

My RulerMaker and CodeRuler


Code ruler characters
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
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

Post Treatment

Questionnaire


Attention
Attention

  • Highest attention average rating overall and in individual assessments:

    • Intrusive/Prescriptive

  • All other groups, near 3-3.3 (sort of true).


  • Relevance
    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
    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
    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
    Scaffolding

    • Highest scaffolding average rating overall and in individual assessments:

      • Non-Intrusive/ Prescriptive

      • Intrusive/Prescriptive


    Scaffolding continued
    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

    Qualitative

    Findings


    Frustration
    Frustration

    • The frustration levels were lower for the Prescriptive groups than the Non-Prescriptive groups.


    Time on task
    Time on Task

    • Most of the Prescriptive groups were less likely to be off task than the Non-Prescriptive groups.



    Findings1
    Findings

    • Findings indicate the students preferred intrusive and prescriptive scaffolding.

    • However, frustration and lack of understanding denote a need for additional scaffolding.



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