The design of scaffolding in game based learning
This presentation is the property of its rightful owner.
Sponsored Links
1 / 27

The Design of Scaffolding in Game-Based Learning PowerPoint PPT Presentation


  • 98 Views
  • Uploaded on
  • Presentation posted in: General

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.

Download Presentation

The Design of Scaffolding in Game-Based Learning

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


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


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.


My RulerMaker


Pseudocode


Eclipse


CodeRuler


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

    • Findings indicate the students preferred intrusive and prescriptive scaffolding.

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


    Questions?


  • Login