Abstract:

The study examined the effect of adding a conceptual scaffold to a learning game, played at school, on learners’ ability to solve financial-mathematical word problems and on perceived learning, flow, and enjoyment in the game. Additionally, we examined the relations among problem solving, perceived learning, flow, and enjoyment. 168 fifth and sixth grade students played a game during math lessons. Participants were randomly assigned to three conditions: a “play only” condition, a “study and play” condition that presented the scaffold first and then the game, and a “play and study” condition. Participants solved a set of word problems a week before the intervention, immediately after playing and a month later. In addition, 13 pupils played the game and learned with the scaffold while thinking aloud and responded to a semi-structured interview. A significant increase in problem solving was found in the delayed-test only. The scaffold had a significant contribution to problem solving only among students who continued playing the game after the intervention. The scaffold did not impact perceived learning, flow, and enjoyment. Learners’ perceptions regarding learning financial skills from the game positively predicted problem solving in the delayed-test. The findings indicate the importance of providing sufficient time to play, offering scaffolds that link game content to curricular content, and maintaining a high level of learning and game experiences

Keywords:

Game-based learning (GBL), Scaffolds, Problem solving, Perceived learning, Enjoyment, Flow.