Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis

Effects of adaptive scaffolding on performance, cognitive load and engagement in game-based learning: a randomized controlled trial

BACKGROUND

While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game.

METHODS

Sixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6-12-week intervals. Engagement was measured after completing all game scenarios.

RESULTS

Surprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found.

DISCUSSION

Our results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design.

TRIAL REGISTRATION

This study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/ .

Game-based learning in early childhood education: a systematic review and meta-analysis

Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children's learning and development. However, further research is needed to address the remaining gaps in the literature. The study's findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education.

Development of self-critical abilities and values in students using digital games-based learning

Young people are the driving force of society. Therefore, the well-being of society itself depends on what values and ideals they carry into adulthood. The purpose of this study was to identify and describe the values of contemporary Chinese youth in the context of their future life goals and to analyze how self-criticism shapes students' depressive tendencies with the use of digital games. This study was conducted at Shaanxi Technical College of Finance and Economics with 157 Chinese students between the ages of 18 and 25. One hundred nine girls and forty-eight boys were randomly selected for the study. The study was conducted in a Chinese cultural context using the method of experiment with a survey, statistical, and correlational data analysis. Correlation analysis showed that the correlation between self-criticism and N/NE is strong (rs ¼ 0.50-0.65), but it was most related to the positive emotional component of E/PE. Thus, no obvious and serious reasons for the development of depression in young people were found. The results showed that digital games cannot influence the development of self-critical abilities of students, however, they can be a high-quality tool in psychological work with students to determine depressive moods, an overestimated level of self-criticism, and other problems that prevent them from learning. This article has implications for further research in education, as it may provide a basis for developing and improving new methods of constructing curricula. They can be aimed at defining special attention to the psychological state of students to prevent depressive states caused by high levels of self-criticism.

Online Assessment and Game-Based Development of Inductive Reasoning

The aims of the study were (1) to develop a domain-general computer-based assessment tool for inductive reasoning and to empirically test the theoretical models of Klauer and Christou and Papageorgiou; and (2) to develop an online game to foster inductive reasoning through mathematical content and to investigate its effectiveness. The sample was drawn from fifth-grade students for the assessment (N = 267) along with the intervention study (N = 122). The online figurative test consisted of 54 items: nine items were developed for each of the six inductive reasoning processes. The digital game-based training program included 120 learning tasks embedded in mathematical content with differential feedback and instructional support. The test had good psychometric properties regarding reliabilities, means, and standard deviations. Confirmatory factor analyses revealed that the six processes of inductive reasoning and the three latent factors of Similarity, Dissimilarity, and Integration could be empirically confirmed. The training program was effective in general (corrected effect size = .38); however, the process of cross-classification was not developed significantly. Findings could contribute to a more detailed understanding of the structure and the modifiability of inductive reasoning processes and could reveal further insights into the nature of fluid intelligence.