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The Evaluation of a Scaffolding-Based Augmented Reality Educational Board Game with Competition-Oriented and Collaboration-Oriented Mechanisms: Differences Analysis of Learning Effectiveness, Motivation, Flow, and Anxiety

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Title: The Evaluation of a Scaffolding-Based Augmented Reality Educational Board Game with Competition-Oriented and Collaboration-Oriented Mechanisms: Differences Analysis of Learning Effectiveness, Motivation, Flow, and Anxiety
Language: English
Authors: Yu-Cheng Lin, Huei-Tse Hou (ORCID 0000-0003-1783-8830)
Source: Interactive Learning Environments. 2024 32(2):502-521.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Instructional Effectiveness, Scaffolding (Teaching Technique), Computer Simulation, Educational Technology, Game Based Learning, Competition, Cooperation, Student Motivation, Anxiety, College Students, Differences, Student Attitudes, Foreign Countries
Geographic Terms: Taiwan
DOI: 10.1080/10494820.2022.2091606
ISSN: 1049-4820
1744-5191
Abstract: The integration of augmented reality (AR) and game-based learning could increase interaction in educational games and provide more learning guidance in higher education courses. This study developed an AR educational board game that featured cognitive scaffolding, immediate feedback, and collaborative interaction. The study also analyzed and compared the competition- and collaboration-oriented mechanisms in the game. Participants of the study were 60 university students, who were divided into a competitive group and a collaborative group. We analyzed learners' psychological and cognitive differences in their learning effectiveness, motivation, flow, technology acceptance, learning anxiety, and gaming anxiety in the game. The results showed that both groups significantly improved in learning, and the competitive group had better learning effectiveness than the collaborative group. As for learning motivation, the competitive group improved in certain sub-dimensions, whereas the collaborative group improved in all sub-dimensions. Moreover, the collaborative group had higher scores in flow antecedent and perceived ease of use than the competitive group. The students had more smooth gaming experiences and perceived more clear feedback. Both groups showed lower gaming anxiety. These findings may have important implications for AR educational board game design.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419126
Database: ERIC
FullText Text:
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  Data: The Evaluation of a Scaffolding-Based Augmented Reality Educational Board Game with Competition-Oriented and Collaboration-Oriented Mechanisms: Differences Analysis of Learning Effectiveness, Motivation, Flow, and Anxiety
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  Data: <searchLink fieldCode="AR" term="%22Yu-Cheng+Lin%22">Yu-Cheng Lin</searchLink><br /><searchLink fieldCode="AR" term="%22Huei-Tse+Hou%22">Huei-Tse Hou</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1783-8830">0000-0003-1783-8830</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interactive+Learning+Environments%22"><i>Interactive Learning Environments</i></searchLink>. 2024 32(2):502-521.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1080/10494820.2022.2091606
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  Data: 1049-4820<br />1744-5191
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The integration of augmented reality (AR) and game-based learning could increase interaction in educational games and provide more learning guidance in higher education courses. This study developed an AR educational board game that featured cognitive scaffolding, immediate feedback, and collaborative interaction. The study also analyzed and compared the competition- and collaboration-oriented mechanisms in the game. Participants of the study were 60 university students, who were divided into a competitive group and a collaborative group. We analyzed learners' psychological and cognitive differences in their learning effectiveness, motivation, flow, technology acceptance, learning anxiety, and gaming anxiety in the game. The results showed that both groups significantly improved in learning, and the competitive group had better learning effectiveness than the collaborative group. As for learning motivation, the competitive group improved in certain sub-dimensions, whereas the collaborative group improved in all sub-dimensions. Moreover, the collaborative group had higher scores in flow antecedent and perceived ease of use than the competitive group. The students had more smooth gaming experiences and perceived more clear feedback. Both groups showed lower gaming anxiety. These findings may have important implications for AR educational board game design.
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        Value: 10.1080/10494820.2022.2091606
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      – Text: English
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      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
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      – SubjectFull: Computer Simulation
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      – SubjectFull: Cooperation
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      – SubjectFull: Student Motivation
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      – SubjectFull: Anxiety
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Taiwan
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      – TitleFull: The Evaluation of a Scaffolding-Based Augmented Reality Educational Board Game with Competition-Oriented and Collaboration-Oriented Mechanisms: Differences Analysis of Learning Effectiveness, Motivation, Flow, and Anxiety
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