Chen Mei-Fen, Chen Yu-Chi, Zuo Pei-Ying, Hou Huei-Tse
Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43 Keelung Road, Section 4, Taipei, Taiwan.
Educ Inf Technol (Dordr). 2023 Mar 24:1-27. doi: 10.1007/s10639-023-11708-6.
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.
游戏化学习是一种激励学生学习的教学策略，使用多种表征方式通过促进学生的思维和高级数学问题解决能力来辅助学习。特别是，由新冠疫情导致的紧急远程学习可能会导致学习缺乏动力和效果。本研究设计了一项结合多表征支架的在线游戏化学习活动，并比较了游戏化活动与一般同步远程学习在学习成绩和动机方面的差异。此外，对于进行游戏化学习活动的小组，我们测量了参与者在活动过程中的心流体验、焦虑程度和情绪状态。共有36名高中生参与了实验。结果表明，游戏化学习活动在提高学习成绩方面效果不显著。在学习动机方面，使用一般同步学习的小组动机显著下降，而使用同步游戏化学习的小组动机显著增加。这表明，尽管疫情对学习有负面影响，但游戏化学习仍然能提高学生的学习动机。心流体验、焦虑程度和情绪状态的结果表明，参与者有积极且投入的体验。参与者反馈称，多表征支架有助于学习。
