Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Abstract

A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose of this study was to investigate the learning outcomes of a scaffolding-based mind tool integrated with gamified learning activities applied to a science course. The study was conducted to investigate students' learning outcomes, flow, and qualitative feedback on the scaffolding-based mind tool. A total of 134 high school students participated in the experiment. The results showed that the gamified activity with the scaffolding-based mindtool significantly improved students' learning effectiveness, but the learning effectiveness did not differ significantly from that of the students in the lecture-based instruction. In addition, the study found that the learners' flow was high, the students were engaged in the activity. The qualitative feedback analysis also revealed high positive evaluations of the usefulness of the gamified activity, mind tool, and scaffolds. In addition, students with low prior knowledge or low learning effectiveness had significantly higher active engagement in flow than those with high prior knowledge/learning effectiveness.

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

“…It is also suggested that teachers can use scaffolding strategies in gamification activities to provide feedback and guidance to students when they encounter cognitive challenges and to positively influence students' motivation to learn mathematics. Several previous studies have also found positive benefits for learners from the simultaneous use of multiple scaffolds in the gamified learning activities (e.g., Hou & Keng, 2021;Chen et al, 2022). It is suggested that the technologyoriented gamification mechanism can be combined with mobile devices to provide multi-dimensional scaffolding in order to promote motivation and cognitive thinking in distance learning.…”

“…1. During the activity, teachers used the Mind Tool for Gamified Learning (MTGL) (Chen et al, 2022) to plan learning progress and to provide points and scaffolding. Students used MTGL to get learning information and scaffolding, Google Meet to communicate, and Google Jamboard to piece together boards and assemble them to complete the layout.…”

“…Besides, the mechanisms and rules of gamified learning may cause students cognitive load or learning anxiety (Spieler et al, 2020). Therefore, tools are needed to reduce the cognitive load imposed by gamified learning, of which mind tools are a possible option (Teemueangsa, & Jedaman, 2021;Chen et al, 2022). At this point, the use of mind tool designed to support gamified learning activities has potential for distance learning and is the tool used in this study to provide scaffolding support for gamified learning activities.…”

Gamification in Education

“…Following completion of an assignment unit, it is important to also consider the provision of feedback. In the context of gamified activities, feedback can be provided both during (e.g., failure/replay, provision of hints/help) and after the game (e.g., reflection moments, watching others playing, review of recent activity) [82]. The nature of feedback can take multiple forms (e.g., text, audiovisual) and can be used either in isolation or as a combination [83].…”

Unleashing Creativity and Cooperation: A Qualitative Case Study on Designing Digital Breakouts for Social Education Degrees

“…Although there are numerous studies related to game-based learning [12,13], how to use these findings in teaching practices requires more research and scrutiny. For this reason, gamified interventions are beginning to be implemented in social education to complement Societies 2023, 13, 203 2 of 11 actions outside and inside the classroom [14].…”