Educational games are becoming increasingly prevalent. Recently, adaptive game-based learning to accommodate diverse learners has received considerable attention. The current study aims to explore the effect of adaptive scaffolding from a multidimensional engagement perspective. A total of 61 students from a Taiwan secondary school studied Newton’s laws in a computer-based interactive game environment. The students were assigned to either a fixed scaffolding group or an adaptive scaffolding group to test the effect of adaptive scaffolding. The findings suggest that adaptive scaffolding can have a significant effect on students’ learning performance and engagement. The study offers significant implications for the design and integration of adaptive scaffold to promote learning engagement in digital game-based learning.
|Journal||Educational Technology Research and Development|
|State||Accepted/In press - 2023|
Bibliographical noteFunding Information:
This research was supported by the National Science and Technology Council in Taiwan through the contract number MOST 108-2511-H-018-017-MY3. The authors would like to thank Yu-Kai Zhang for providing invaluable support in the development of the game. The authors also extend gratitude to the reviewers for their thoughtful feedback and valuable insights, which greatly helped in improving the manuscript’s scientific rigor.
© 2023, Association for Educational Communications and Technology.
- Adaptive scaffolding
- Digital games
- Game-based learning
- Learning performance
- Science learning
ASJC Scopus subject areas