Gamified scaffolding in formal education: A scoping review
Files
Date
2024-01-03
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Volume
Number/Issue
Starting Page
5144
Ending Page
Alternative Title
Abstract
Prior reviews that investigated scaffolding in games concluded that combining game-based learning with scaffolding can support learning. Less emphasis has been placed on determining which motivational affordances would specifically contribute to and support scaffolding in a gamified learning environment. This scoping review aims to determine which motivational affordances have been utilised to scaffold learning in a digital learning environment. Results show that effective implementation of all elements of scaffolding in gamified digital environments remains challenging, specifically the fading of support. Results also show that feedback as motivational affordance is utilised more often compared to the more commonly implemented affordances such as points, badges and leaderboards. More careful consideration in the design of the gamified scaffold to calibrate and fade the support is required and more longitudinal empirical studies with rigorous methodologies and larger sample sizes would offer greater insight into the intricate interweaving of gamification and scaffolding.
Description
Keywords
Computing Education, engagement, game-based learning, gamification, motivation, performance
Citation
Extent
10 pages
Format
Geographic Location
Time Period
Related To
Proceedings of the 57th Hawaii International Conference on System Sciences
Related To (URI)
Table of Contents
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.