Integrating Broad Game Elements, Collaborative Discussion, and Mobile Technology to a Gamification Instructional Activity - A Case of High School Chemical Course

Abstract

In recent years, gamification in learning has been a proliferative topic and is regarded as an effective way to promote students' learning motivation and engagement in learning. This study applied a Gamified model -CSLS teaching model, which integrated Card-game, Slides, and Learning Sheets for designing a collaborative learning activity to support organic chemical compounds learning. A collection of online materials, which could be accessed via mobile devices, were used as cognitive scaffoldings. The learning activity was employed in a high school of northern Taiwan with 72 participants. In addition, as a comparison to the CSLS model, a conventional lecture-based instruction was employed with 79 participants in the same school. Both groups were taught by the same teacher. Results of comparing the learning performance between the two groups indicated that the students in the gamified learning activity showed significantly greater improvement than students in lecture-based teaching model did. This study also introduced a formative approach to oversee and analyze students' learning progress in the collaborative learning process. Results indicated that students showed progressive improvement while the learning activity in progress. These findings suggested that CSLS teaching model could be an effective approach to promote learning.

Gamification in a News English Course

“…Each of the three components-namely card games, slides, and learning sheets-plays a critical role in the model. Wang et al [31] explained that card games can increase student motivation, peer interaction, and cognitive scaffolding, and slides gain students' attention and provide them with context and essential information. Learning sheets enable scaffolding and serve as formative evaluation criteria.…”

Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns

“…Even teachers who do not have a background in information technology can create their own card game activities to match the course teaching. Therefore, many scholars have adopted board games as a learning aid tool, and have actively invested in the research of board game-oriented teaching (e.g., Kuo et al, 2020 ; Martín-Lara & Calero, 2020 ; Wang et al, 2019 ). However, the information content that can be presented by the graphics cards of board games is limited, and it is difficult for board games to present learners with more multimedia information in an adaptive manner as can be done with digital games.…”

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

“…Flow Scale: The flow questionnaire for this study was developed by Kiili (2006) This scale was developed specifically for learning activities using games and was translated into Chinese by Hou and Chou (2014). This questionnaire has been used in many other studies related to gamified learning or educational games in the past and has a high degree of internal consistency (e.g., Hou, 2015; Wang et al, 2019). This questionnaire consists of two main dimensions, flow antecedents and flow experiences.…”

“…Zainuddin, Shujahat, & Perera (2020) analyzed the trends of gamified learning from 2016 to 2019, and all of them prefer to use points, badges, and leaderboards to enhance learning engagement, and some studies added more digital tools such as Kahoot, Quizizz, etc., and tried to add more game elements to the study. In Wang, Wu and Hou’s (2019) study, the gamified learning was combined with a computer slideshow, and QR codes were printed on the cards. The QR codes on the cards can be scanned and linked to external web resources, which can be used as scaffolding.…”

“…In addition, there are also applications that integrate digital and board games. For example, Wang et al (2019) added QR codes to the cards in the board game so that students could scan the QR codes on the cards to access multimedia information during the board game. Learning through games is a potential way of learning, but more importantly, the design needs to balance the entertainment and cognitive learning factors in the game, and to explore the correspondence between each design and teaching methods and strategies, this can prevent students from being engaged in the game, but the game mechanism is not linked to the learning of knowledge.…”