Does the Emotional Design of Scaffolds Enhance Learning and Motivational Outcomes in Game-Based Learning?

Autor/inn/en	Koskinen, Antti; McMullen, Jake; Ninaus, Manuel; Kiili, Kristian
Titel	Does the Emotional Design of Scaffolds Enhance Learning and Motivational Outcomes in Game-Based Learning?
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koskinen, Antti) ORCID (McMullen, Jake) ORCID (Ninaus, Manuel) ORCID (Kiili, Kristian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12728
Schlagwörter	Psychological Patterns; Scaffolding (Teaching Technique); Student Motivation; Academic Achievement; Game Based Learning; Instructional Design; Instructional Effectiveness; Mathematics Education; Fractions; Middle School Students; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Mathematische Bildung; Bruchrechnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Finnland
Abstract	Background: In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning environments. However, only a few studies have examined the specific effects of emotional design in game-based learning. Objectives: This quasi-experimental study utilized a value-added research approach to investigate whether emotional design applied to scaffolding in a game-based learning environment improves learning and motivational outcomes more than emotionally neutral scaffolding. Methods: A total of 138 participants, mean age of 11.5 (SD = 0.73) participated in the study. A total of 68 participants played the base version of a fraction learning game (Number Trace), where scaffolding was provided with emotionally neutral mathematical notations, and 70 participants played the value-added version of the game using emotionally designed animated scaffolding agents. Pre-and post-tests were used to measure conceptual fraction knowledge and self-reported measures of situational interest and situational self-efficacy to evaluate motivational outcomes. Results and Conclusions: Our results indicate that the emotional design applied to scaffolds can improve the educational value of a game-based learning environment by enhancing players' situational interest and situational self-efficacy. However, although the intervention improved the participants' conceptual fraction knowledge, there was no significant difference between the scaffolding conditions in participants' learning outcomes. Takeaways: The results suggest that emotional design can increase the educational impact of game-based learning by promoting the development of interest, as well as improving self-efficacy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01