A Multi-Dimensional Scaffolding-Based Virtual Reality Educational Board Game Design Framework for Service Skills Training
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| Title: | A Multi-Dimensional Scaffolding-Based Virtual Reality Educational Board Game Design Framework for Service Skills Training |
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| Language: | English |
| Authors: | Yu-Cheng Lin, Shu-Yun Chien, Huei-Tse Hou (ORCID |
| Source: | Education and Information Technologies. 2025 30(8):11251-11278. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scaffolding (Teaching Technique), Educational Games, Computer Simulation, Cognitive Ability, Problem Solving, Game Based Learning, Guidelines, Instructional Design, Comparative Analysis, Psychological Patterns, College Students, Universities, Foreign Countries |
| Geographic Terms: | Taiwan |
| DOI: | 10.1007/s10639-024-13243-4 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | The training of hostel service skills emphasizes the application of procedural knowledge and complex problem-solving skills, and with the development of education technology, game-based learning that mixes virtual reality (VR) and physical games has begun to be emphasized. In this study, we proposed a multi-dimensional scaffolding design framework for a VR educational board game, which provides different mechanisms of scaffolding through VR and a physical board game to cultivate players' problem-solving and service skills. The study adopted a quasi-experimental design with 90 students from a university of science and technology in northern Taiwan in the field of leisure and hospitality, divided into the hybrid learning (VR board game) group, the board game learning group, and the VR learning group. The study analyzed the learning effectiveness, cognitive load, and positive and negative emotions of the three groups in the three stages of learning. The findings showed that the hybrid learning group outperformed the other two groups in terms of procedural knowledge and overall learning effectiveness, and that the hybrid learning group and the VR learning group outperformed the board game learning group in terms of contextualized knowledge learning effectiveness. Meanwhile, the hybrid learning group was able to increase their positive enjoyment emotion during and after learning, and decrease their negative boredom during learning, while the other three groups had high germane cognitive load, and low extrinsic cognitive load. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1472943 |
| Database: | ERIC |
| Abstract: | The training of hostel service skills emphasizes the application of procedural knowledge and complex problem-solving skills, and with the development of education technology, game-based learning that mixes virtual reality (VR) and physical games has begun to be emphasized. In this study, we proposed a multi-dimensional scaffolding design framework for a VR educational board game, which provides different mechanisms of scaffolding through VR and a physical board game to cultivate players' problem-solving and service skills. The study adopted a quasi-experimental design with 90 students from a university of science and technology in northern Taiwan in the field of leisure and hospitality, divided into the hybrid learning (VR board game) group, the board game learning group, and the VR learning group. The study analyzed the learning effectiveness, cognitive load, and positive and negative emotions of the three groups in the three stages of learning. The findings showed that the hybrid learning group outperformed the other two groups in terms of procedural knowledge and overall learning effectiveness, and that the hybrid learning group and the VR learning group outperformed the board game learning group in terms of contextualized knowledge learning effectiveness. Meanwhile, the hybrid learning group was able to increase their positive enjoyment emotion during and after learning, and decrease their negative boredom during learning, while the other three groups had high germane cognitive load, and low extrinsic cognitive load. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-024-13243-4 |
