Effects of Digital Game-Based Learning on Problem-Solving Process based on Self-Regulation Theory and Scaffold Presentation Mechanism

• Main Authors: Chen, Li-Xian, 陳立先
• Other Authors: Sun, Chuen-Tsai
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/9mz6k4

博士 === 國立交通大學 === 資訊科學與工程研究所 === 106 === Contemporary trends in education and research have emphasized active learning. However, how to allow learners to maintain learners’ autonomy and continue problem-solving are the key factors has not been meticulously explored. Using digital games as a learning guidance tool can support and reinforce problem-solving ability, attention and concentration, learning effectiveness and learning motivation. In recent years, digital game-based learning (DGBL) has gradually become an important role in various work and learning fields. Gaming concepts and mechanisms stimulate learners’ interest, maintain motivation and produce creativity and then learners willingly overcome unnecessary obstacles. This helps learners to develop cognitive skills and acquire new knowledge. However, the problem that learners often “stuck at the level” caused by the imbalance between challenges and skills is the educators and researchers are eager to improve. DGBL environments have a variety of digital assistance tools that can guide learners and let them pursuit active failure. In the past, the scaffolding tools were mostly designed from the instructors' perspective. In order to design scaffolding tool for learners' needs, this study used eye movement data to analyze how learners observed the DGBL environment. In addition, the digital games’ rule systems generate immediate feedback after learners act. How to make good use of the feedback and reward mechanisms in the games is even more important. Therefore, our goal is to maintain the learners’ continuous active learning by combining the appropriate game learning designs and analyze learners’ cognitive and problem-solving process. This study used three quasi-experimental designs based on self-regulation theory, scaffold theory, the eye movement measurement, rhythm game and Sudoku game to explore how learners self-regulate their problem-solving process. In the first study, we utilized eye tracking movement to analyze how learners perceived a new Sudoku game learning environment and how the attention was diverted between various information. The second study used a rhythm game with difficulty level design to explore how learners can achieve continuous learning through the process of self-regulation, complete stage goals and maintain the flow experience when facing the obstacles. Based on the results of two studies, the third study was designed the scaffold with auxiliary functions to analyze how learners use the restricted resources (different scaffold presentation and reward mechanisms) to solve problems and create their own problem strategies. Results from experiments involving elementary, senior high and junior school students suggest that (a) the learners will solve the problem faster, if they understand the rules clearly at the beginning; (b) flow state was continuously influenced by self-regulation over time; (c) active failure enables learners to continue advanced learning in game-based digital learning; (d) experiences toward the end of gaming sessions had an influence on learners' continuous learning willingness; (e) providing a hidden scaffolds in rule-based environment allows learners to create new problem-solving strategies. We applied two scaffolding presented principles to the teaching scene and received positive feedback from the students.