The Impact of Embodied Scaffolding Sequences on Digital Game-Based Conceptual Learning

• In Event: Learning and the Growing Body: Embodied Learning Research Across Different Age Groups

Abstract

Considerable evidence shows that Digital Game-Based Conceptual Learning (DGBL) can enhance STEM conceptual learning (Lamb et al., 2018; Magana et al., 2022). However, the effectiveness of DGBL is contingent upon the integration of appropriate pedagogical designs, such as embodied scaffoldings, which are dynamic supports leveraging the natural interaction between the body and cognitive processes to facilitate abstract concept learning (Kim et al., 2018; Kosmas et al., 2019). This approach integrates bodily movements with cognitive activities and promotes multisensory processing in DGBL experiences through adding motoric modality (Chettaoui et al., 2022). The value of external and in-game embodied scaffoldings in fostering learners’ cognitive processes and aiding conceptual understanding in STEM learning is well-documented (Lindgren et al., 2022).
Previous research has discussed the technical characteristics of embodied scaffoldings. For instance, studies explored and compared the effects of scaffoldings with different degrees or types of embodiment in supporting STEM conceptual learning (e.g., Duijzer et al., 2019; Johnson-Glenberg et al., 2014). The pedagogical approaches to implement embodied scaffoldings within DGBL, particularly in authentic classroom environments, are an area that remains underexplored. In such settings, effective DGBL is likely to include multiple levels of embodied scaffoldings regarding the same concept, and teachers often need to use a combination thereof to achieve optimal results (Ainsworth, 1999; Pan et al., 2023). Therefore, we explore the impact of different delivery sequences of mixed embodied scaffoldings on digital game-based conceptual learning, aiming to provide insights into the role of delivery sequence in the effectiveness of embodied scaffoldings and to optimize the design of embodied scaffoldings in DGBL for enhanced STEM education.
This study investigated this issue with fourth graders using Cube Elimination, a geometric math game that focuses on the conceptual learning of cube nets’ folding and unfolding. We examine the effects of two sequencing approaches for mixed embodied scaffoldings, namely concreteness fading (from concrete to abstract) and concreteness introduction (from abstract to concrete), on students’ geometric concepts and relevant spatial abilities learning in an authentic classroom setting. This study relied on the collection and analysis of in-game and out-of-game data to explore the research question: What is the effect of embodied scaffolding sequence on learning performances and learning processes?
This study adopted a between-subject pre-post-delay quasi-experimental design as it was conducted in a genuine classroom environment (Mertens, 2019). The participants were 123 fourth graders (63 females, Mage = 10.07, SDage = 0.55) from two classes in the same public primary school located in southwest China. The classes were randomly assigned to one of two conditions: the Introduction condition (29 females, 31 males) or the Fading condition (34 females, 29 males). The pre-, post-, and delayed-tests included items assessing two categories of variables: knowledge learning (retention and transfer) and spatial ability (mental folding and mental rotation). Moreover, the motivation and flow questionnaires collected data on students’ subjective game-based learning experiences. In addition, the log data and class video recordings collected students’ in-game actions and gameplay events. The complete results will be available at the end of August.

Authors

• Jialing Zeng, Peking University

• Peng Zhang, Peking University

• Junyi Zhou, Peking University

• Junjie Shang, Peking University

• John B. Black, Teachers College, Columbia University