The Study of Game-Based Learning Efficiency with the Guidance of Scaffolding - Taking Volume Calculation of the Sixth Grade Curriculum as an Example
|Keywords:||遊戲式學習;鷹架;體積;學習成效;Game-Based Learning;Scaffolding;Volume;Learning Efficiency|
Abstract Students are often felt frustrated in learning math due to lack of proper guidance and too many cognitive burdens. In the learning process with the guidance of scaffolding, students are provided with the right direction in logical thinking and problem solving, which can simplify the questions and lower students’ anxiety. Furthermore, game-based learning can trigger students’ interest and motivation, and enhance their learning efficiency. Instructors nowadays are using computer software, curriculums and other resources in constructing the scaffold for their students; yet, they sometimes forgot that teachers should constantly evaluate students’ progress and give them the proper guidance during their learning process. All students were provided with the same didactical games in most game-based learning; however, the same learning situation could not meet the requirements for students with different levels. The benefits of digital learning will be weakened due to students’ increasing frustration and decreasing learning interests. The sprit of the learning pattern in this study is to enhance students’ motivation by integrating the characteristics of the game-based learning with the guidance of scaffolding. When study the same unit, students with different levels can choose their own scaffolds to reduce their frustration and raise the challenge. Students will spend more time and be more concentrated on learning through playing games and eventually achieve the learning goal.In this research, students took a pre-test after they learned the volume, then the experiment was initiated; students took a post-test after that. Data were collected and analyzed and written into students’ math portfolios, including their learning tracks. Students failed to answer the questions would be put into a remedial teaching; students that were not familiar with certain questions would be reinforced till they were improved and fully skilled.The result shows students who took guidance with scaffolding game-based learning performed better than students with the traditional teaching, and it has significant difference in statistics. Students who took guidance with scaffolding game-based learning also performed better than students without scaffolding game-based learning, and it has significant difference in statistics. The statistics also shows a significant difference in promoting students’ learning efficiency when guidance with scaffolding game-based learning was adopted.In analyzing students’ learning process, I found the degree in using guidance with scaffolding game-based learning and students’ learning efficiency are positive correlated. The more we use scaffolding the better students get in learning efficiency.
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