Design and Evaluation of a Remote Synchronous Gamified Mathematics Teaching Activity That Integrates Multi-Representational Scaffolding and a Mind Tool for Gamified Learning

Autor/inn/en	Chen, Mei-Fen; Chen, Yu-Chi; Zuo, Pei-Ying; Hou, Huei-Tse
Titel	Design and Evaluation of a Remote Synchronous Gamified Mathematics Teaching Activity That Integrates Multi-Representational Scaffolding and a Mind Tool for Gamified Learning
Quelle	In: Education and Information Technologies, 28 (2023) 10, S.13207-13233 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hou, Huei-Tse)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11708-6
Schlagwörter	Gamification; Educational Technology; COVID-19; Pandemics; Distance Education; Student Motivation; Scaffolding (Teaching Technique); Synchronous Communication; Emotional Response; Anxiety; Program Effectiveness + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Schulische Motivation; Emotionales Verhalten; Angst
Abstract	Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multi-representational scaffolding facilitates learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01