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• W221728238 abstract "Although the proponents of game-based learning argue that educational games engage students and afford better learning outcomes, the impact of educational games on motivation and learning performance is still unclear. Research suggested that the addition of scaffolds in computer-supported environments may improve students' learning. Therefore, this study examined the effects of scaffolding on secondary students' individual and collaborative game-based learning. A total of 254 secondary school students from eight different classes participated in the study and they were randomly assigned to four conditions: (a) individual-control (IC), (b) individual-scaffold (IS), (c) collaborative-control (CC), and (d) collaborative-scaffold (CS). The results of the structural equation modeling revealed that scaffolding had an impact on students' motivation and learning performance. In addition, hard scaffolding moderated the relationship between soft scaffolding and students' learning performance. The results provided empirical supports for the use of collaborative game-based learning environments. However, in order to maximize the effects of collaborative game-based learning, hard scaffolds should also be introduced to guide students' learning experience. This study offers directions in designing scaffolding in game-based learning environments. Hard scaffolds and soft scaffolds enhance learning performance.Hard scaffolds and soft scaffolds hinder students' motivation.The relationships between soft scaffolds and motivation change from negative to positive when hard scaffolds were provided.The effect of soft scaffolds on learning performance was strengthened when hard scaffolds were presented." @default.
• W221728238 created "2016-06-24" @default.
• W221728238 creator A5018017169 @default.
• W221728238 creator A5074823433 @default.
• W221728238 date "2016-02-01" @default.
• W221728238 modified "2023-10-11" @default.
• W221728238 title "Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation" @default.
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• W221728238 doi "https://doi.org/10.1016/j.chb.2015.03.010" @default.
• W221728238 hasPublicationYear "2016" @default.
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