Game-Based Learning in Two Classrooms: Variations in Method of Game Delivery and Scaffolding

• In Event: Advances in Gamification and Game-Based Learning

Abstract

Incorporating game elements into instruction has potential to augment student motivation and learning outcomes. However, various factors such as game design, type of gamification, and teacher scaffolding impact the effectiveness of game-based learning (GBL) in various contexts. The present study explores the use of GBL in two middle school classrooms, describing how GBL practices and types of scaffolding may have impacted student learning outcomes. The classroom in which students designed games rather than solely playing them demonstrated more positive student growth; this could be attributed to the type of GBL or the type of scaffolding utilized. This study provides novel insights into how the style of GBL and learning scaffolding may interact to promote student learning.

Authors

• Tina Ahmadi, Ball State University

• Ai-Chu Elisha Ding, University of Georgia

• Cheng-Han Yu

• Eunkyoung Elaine Cha, University of Georgia