Using scaffolding theory in serious games to enhance traditional Chinese murals culture learning

Abstract

This study explores a game model that uses scaffolding to learn about cultural heritage based on adventure games. A case study using traditional Chinese murals tested the effectiveness of serious games in improving learning performance and knowledge acquisition. This study observed and evaluated the learning outcomes of 64 students by using serious game learning compared to traditional video learning in an experimental setting. Changes in knowledge acquisition, intrinsic motivation, cognitive load (extrinsic load vs. germane load), and engagement were collected through a series of tests and scales. Experimental results show that digital adventure games have better learning performance and knowledge retention effects, higher intrinsic motivation, germane load, and engagement than traditional video learning. The reasons affecting academic performance were analyzed from the data, and it was found that intrinsic motivation and germane cognitive load positively affected game performance, and external cognitive load hurt game performance. This study provides experience on the design of serious games in cultural heritage learning.