Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Koskinen, Antti; McMullen, Jake; Ninaus, Manuel; Kiili, Kristian

doi:10.1111/jcal.12728

Cited by 20 publications

(7 citation statements)

References 80 publications

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“…For instance, higher task difficulty is related to higher state anxiety or worry. This aligns with research in another motivational framework, situational interest, in which multiple factors affect situational interest towards mathematical tasks including, individual interest, task difficulty, and competence beliefs (Høgheim & Reber, 2019;Koskinen et al, 2023). Yet, more research is needed examining which task characteristics could affect the relation between state anxiety and mathematical performance.…”

Section: Introductionsupporting

confidence: 81%

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias

Halme,

Van Hoof,

Hannula‐Sormunen

et al. 2023

Brit J of Edu Psychol

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BackgroundResearch has shown that mathematics anxiety negatively correlates with primary school mathematics performance, including fraction knowledge. However, recently no significant correlation was found between fraction arithmetic performance and state anxiety measured after the fraction task. One possible explanation is the natural number bias (NNB), a tendency to apply natural number reasoning in fraction tasks, even when this is inappropriate. Students with the NNB may not realize they are answering incorrectly.AimsThe aim is to examine whether a misconception, namely the NNB, can influence students' fraction state anxiety.SampleThe participants were 119 fifth‐ and sixth‐grade students categorized as belonging to an NNB group (n = 60) or a No‐NNB group (n = 59), according to their NNB‐related answering profile on a fraction arithmetic task.MethodsGroup differences were examined for state anxiety and performance on a fraction and a whole number arithmetic task and self‐reported trait mathematics anxiety.ResultsThe NNB group reported lower fraction state anxiety than the No‐NNB group, but there was no significant difference in trait mathematics anxiety. Furthermore, the NNB group reported lower fraction state anxiety than whole number state anxiety, while the opposite was true for the No‐NNB group.ConclusionThe present study suggests that students' perceptions of their own performance influence their state anxiety responses, and students with a NNB may not be aware of their misconception and poor performance. Not taking into account qualitative differences in low performance, such as misconceptions, may lead to misinterpretations in state anxiety‐performance relations.

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Section: Introductionsupporting

confidence: 81%

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias

Halme,

Van Hoof,

Hannula‐Sormunen

et al. 2023

Brit J of Edu Psychol

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“…The game-based task version used in this study was based on the Number Trace game [ 10 ], which uses (fraction) number line estimation tasks as its core learning (game) mechanic. The current version of the game was specifically created for fMRI and NIRS research.…”

Section: Methodsmentioning

confidence: 99%

“…A game-based implementation of the number line estimation task typically includes game elements such as a narrative and virtual incentives, while a non-game-based task version does not include such game elements. Studies employing game-based number line estimation tasks for fraction learning reported significant increases in performance reflecting improvements in participants’ fraction understanding [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

Engaging learners with games–Insights from functional near-infrared spectroscopy

De Nicolò,

Kanatschnig,

Hons

et al. 2023

PLoS ONE

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The use of game elements in learning tasks is thought to facilitate emotional and behavioral responses as well as learner engagement. So far, however, little is known about the underlying neural mechanisms of game-based learning. In the current study, we added game elements to a number line estimation task assessing fraction understanding and compared brain activation patterns to a non-game-based task version. Forty-one participants performed both task versions in counterbalanced order while frontal brain activation patterns were assessed using near-infrared spectroscopy (within-subject, cross-sectional study design). Additionally, heart rate, subjective user experience, and task performance were recorded. Task performance, mood, flow experience, as well as heart rate did not differ between task versions. However, the game-based task-version was rated as more attractive, stimulating and novel compared to the non-game-based task version. Additionally, completing the game-based task version was associated with stronger activation in frontal brain areas generally involved in emotional and reward processing as well as attentional processes. These results provide new neurofunctional evidence substantiating that game elements in learning tasks seem to facilitate learning through emotional and cognitive engagement.

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“…In the context of multimedia learning, emotional design has been found to increase learners' positive affect, enjoyment, mental effort, intrinsic motivation, and learning gains (Wong & Adesope, 2021). A recent game-based learning study showed that the emotional design of scaffolding increased players' situational interest and self-efficacy (Koskinen et al, 2022).…”

Section: Game-based Learningmentioning

confidence: 99%

Mobile Game vs. Digital Text: Gameplay Boosts Situational Interest, Satisfaction and Emotional Engagement

Siuko¹,

Kiili²,

Paakkari³

et al. 2023

Preprint

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The promise of game-based learning relies on the assumption that games provide more engaging learning experiences compared to their traditional counterparts. To test this assumption, we compared the impact of a mobile health literacy game with textbook material in terms of situational interest, epistemic emotions, and satisfaction. Two hundred fifty-four Finnish students (M = 15.70 years, SD = 0.76) were randomly assigned to the game (n = 136) and textbook condition (n = 118). The game condition played Antidote COVID-19 mobile game, and the textbook condition read health-related content on Covid-19. Learning content was the same in both conditions. Situational interest was measured with a pre-and post-test whereas epistemic emotions and perceived satisfaction were only measured with a post-test. Our findings showed that situational interest increased significantly from pre- to post-test in the game condition. However, no significant change was observed in the textbook condition. Participants in the game condition also reported higher intensity of desired epistemic emotions like surprise, enjoyment, and confusion and a significantly lower intensity of undesired boredom than the textbook condition. Lastly, the game condition displayed significantly higher satisfaction with learning material than the textbook condition. Overall, these findings imply that students found the game more interesting and engaging than reading traditional textbook material. Further, the current findings indicate that utilizing game-based learning in health education might provide engaging ways to raise awareness of health issues by facilitating interest and relevant epistemic emotions that may elucidate, maintain and change personal beliefs on health topics.

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Does the emotional design of scaffolds enhance learning and motivational outcomes in game‐based learning?

Cited by 20 publications

References 80 publications

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias

Not realizing that you don't know: Fraction state anxiety is reduced by natural number bias

Engaging learners with games–Insights from functional near-infrared spectroscopy

Mobile Game vs. Digital Text: Gameplay Boosts Situational Interest, Satisfaction and Emotional Engagement

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