Literaturnachweis - Detailanzeige
| Autor/inn/en | Hou, Huei-Tse; Keng, Su-Han |
|---|---|
| Titel | A Dual-Scaffolding Framework Integrating Peer-Scaffolding and Cognitive-Scaffolding for an Augmented Reality-Based Educational Board Game: An Analysis of Learners' Collective Flow State and Collaborative Learning Behavioral Patterns |
| Quelle | In: Journal of Educational Computing Research, 59 (2021) 3, S.547-573 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hou, Huei-Tse) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0735-6331 |
| DOI | 10.1177/0735633120969409 |
| Schlagwörter | Scaffolding (Teaching Technique); Peer Relationship; Computer Simulation; Educational Games; Game Based Learning; Technology Integration; Cooperative Learning; Behavior Patterns; Psychological Patterns; Problem Solving; Situated Learning; Gender Differences; Grade 8; Junior High School Students; Early Adolescents; Foreign Countries; Taiwan (Taipei) |
| Abstract | The design and application of educational board games have been emphasized in game-based learning. The integration of educational board games and augmented reality (AR) can help provide extensive cognitive-scaffolding for learners. This study proposed a dual-scaffolding framework that integrated peer-scaffolding and cognitive-scaffolding for an AR educational board game. This study also conducted an empirical analysis to evaluate this framework. Forty-four college students participated in this study. The researchers investigated these learners' flow, acceptance, and their collaborative learning behavioral patterns with the sequential analysis. Moreover, this study explored the correlation of flow and acceptance and investigated learners' behavioral pattern differences between high collective flow groups and low collective flow groups (collective flow referred to the mean of flow from group members). The results showed that there was a positive correlation between learners' flow and acceptance. These learners' behavioral patterns also showed that both peer-scaffolding and cognitive-scaffolding facilitated their problem-solving process. Moreover, the study found that high collective flow groups had more reflection and analysis behaviors than low collective flow groups in game-based learning. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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