Gamified scaffolding in formal education: A scoping review

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dc.contributor.author Beukes, Bernice
dc.contributor.author Tome Klock, Ana Carolina
dc.contributor.author Legaki, Nikoletta-Zampeta
dc.contributor.author Hamari, Juho
dc.date.accessioned 2023-12-26T18:45:55Z
dc.date.available 2023-12-26T18:45:55Z
dc.date.issued 2024-01-03
dc.identifier.isbn 978-0-9981331-7-1
dc.identifier.other 20f12ed3-c0d8-4c51-8cfb-b0dce5a0deaa
dc.identifier.uri https://hdl.handle.net/10125/107002
dc.language.iso eng
dc.relation.ispartof Proceedings of the 57th Hawaii International Conference on System Sciences
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject Computing Education
dc.subject engagement
dc.subject game-based learning
dc.subject gamification
dc.subject motivation
dc.subject performance
dc.title Gamified scaffolding in formal education: A scoping review
dc.type Conference Paper
dc.type.dcmi Text
dcterms.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.
dcterms.extent 10 pages
prism.startingpage 5144
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