Influences of scaffolding and feedback in game-based learning on secondary school students’ science learning

• Main Authors: MinYu Ching, 鍾旻諭
• Other Authors: ChingHuei Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/12975435548392412034

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === Digital game-based learning in educational research area has attracted many attention nowadays. This study investigated the effects of scaffoldings and feedback types in the game-based learning on secondary school students’ science learning outcomes, perceived cognitive load, cognitive engagement, learning goals, performance goals and perceived ability. Digital game-based learning not only can enhance the interest of learning with the Conceptual scaffolding and Metacognitive scaffolding, but also can effectively guide students to think during the process of the gameplay. By using knowledge of correct response and elaboration feedback may help learners understand the concept of natural sciences and enhance the effectiveness of learning. A total of 137 7th and 8th grade students in a public school from Changhua City participated in this study. Participants were randomly assigned to five groups: Conceptual scaffolding group and Knowledge of Correct response, Conceptual scaffolding and Elaboration Feedback, Metacognitive scaffolding and Knowledge of Correct response, Metacognitive scaffolding and Elaboration Feedback and control group. After the completion of the experiment, students’ learning outcomes, cognitive load, cognitive engagement, learning goal, performance goals and perceived ability were collected for subsequent data analyses. The results of this study revealed that scaffolding types and feedback types had no significant influence on learning outcomes. But combination of scaffolding types and feedback types can reduce students’ perceived cognitive load. Particularly, scaffolding types significantly influenced students’ learning goals and perceived ability.