2022
DOI: 10.1007/s10648-021-09655-0
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Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis

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Cited by 54 publications
(22 citation statements)
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“…Originally, instructional scaffolding referred to the support or guidance provided by a human expert to a novice learner to complete a task that would otherwise be too challenging to achieve beyond the learner's unaided efforts (Belland, 2014;Kim et al, 2018). However, due to the advancements of technology, scaffolding is no longer limited in interactions between a human expert and a learner; instead, such interactions now include the use of technological tools, resources, and environments (Cai et al, 2022). When learners' limited cognitive resources are sufficiently supported and augmented by scaffolding, they can concentrate on and master the task at hand by completing only those elements within the range of their competence (Tawfik et al, 2018).…”
Section: Scaffoldingmentioning
confidence: 99%
“…Originally, instructional scaffolding referred to the support or guidance provided by a human expert to a novice learner to complete a task that would otherwise be too challenging to achieve beyond the learner's unaided efforts (Belland, 2014;Kim et al, 2018). However, due to the advancements of technology, scaffolding is no longer limited in interactions between a human expert and a learner; instead, such interactions now include the use of technological tools, resources, and environments (Cai et al, 2022). When learners' limited cognitive resources are sufficiently supported and augmented by scaffolding, they can concentrate on and master the task at hand by completing only those elements within the range of their competence (Tawfik et al, 2018).…”
Section: Scaffoldingmentioning
confidence: 99%
“…Gamification is the application of game design elements (e.g., points, challenges) within learning contexts (Sanchez et al., 2020). In contrast, game‐based learning refers to using serious, educational digital games (Cai et al., 2022) that target specific learning outcomes. Such games typically have rules, provide goals, challenges, and feedback, and sometimes are narrative‐based (Wouters & van Oostendorp, 2012).…”
Section: Defining Gamification and Game‐based Learningmentioning
confidence: 99%
“…During this transition, there has been a parallel expansion in the use of both gamification and game‐based learning environments (GBLEs). The use of gamification and GBLEs in educational contexts began with much skepticism, which persists to some degree, but is waning, given some promising reports from meta‐analyses (e.g., Cai et al., 2022). There are three primary purposes of this chapter.…”
Section: Introductionmentioning
confidence: 99%
“…The widespread use of ICTs in education has brought many innovations in the teaching process. Many new educational technologies, such as distance education technologies for ubiquitous learning (Minamatov, 2022); digital gamified teaching by providing permanent and practical learning (Cai et al, 2022); individualized environments and Intelligent Tutoring Systems (ITS) by providing personalized education (Taub & Azevedo, 2019), have also affected the teaching tools. Among these technologies, ITSs, which have become popular recently, are teaching systems in which artificial intelligence technologies are used, offering advantages such as guiding to students by imitating the instructors in the learning process, giving immediate feedback, helping decision-making, and guiding (Almasri et al, 2019;Bakeer & Abu-Naser, 2019).…”
Section: Introductionmentioning
confidence: 99%