About this paper

Appears in:
Pages: 801-803
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0118

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS

Tz. Rosenfeld1, S. Barzilai2, I. Blau1

1Open University of Israel (ISRAEL)
2University of Haifa (ISRAEL)
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
@InProceedings{ROSENFELD2016SCA,
author = {Rosenfeld, Tz. and Barzilai, S. and Blau, I.},
title = {SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0118},
url = {http://dx.doi.org/10.21125/iceri.2016.0118},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {801-803}}
TY - CONF
AU - Tz. Rosenfeld AU - S. Barzilai AU - I. Blau
TI - SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0118
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 801
EP - 803
ER -
Tz. Rosenfeld, S. Barzilai, I. Blau (2016) SCAFFOLDING GAME-BASED LEARNING AT SCHOOL: BRIDGING FORMAL AND INFORMAL KNOWLEDGE REPRESENTATIONS, ICERI2016 Proceedings, pp. 801-803.
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