Multi-dimensional evaluation of an educational board game using real-time diagnostic procedure scaffolding: analysis of learners’ learning effectiveness, flow, anxiety, and emotion

AbstractThe research objective of this study is to understand the effects of different types of learning scaffolding on learning effectiveness, flow, anxiety, motivation, and emotions. The research design was to divide the 96 students into three groups: mobile scaffolding game-based learning group, general game-based learning group, and video learning group, and the data collection method was convenience sampling. In terms of data analysis, the paired sample t-test and ANCOVA were used for within-group and between-group analyses for learning effectiveness and anxiety respectively. The independent sample t-test was used for between-group comparisons of flow, and the two-way mixed ANOVA was used for the comparison of motivation and emotion in the three stages of learning. The results showed that the two game-based learning groups had positive effects on learning effectiveness, flow, and learning anxiety due to the assistance of the scaffolding, while also increasing their positive emotion and decreasing their negative emotion during and after the game. Besides, the mobile scaffolding game-based learning group, with the addition of the dynamic evaluation procedure scaffolding, could enhance learning motivation during the game more than the general game-based learning group, and with the advantage of real-time evaluation, it could reduce the teaching burden of teachers.Keywords: Scaffoldingeducational board gameanxietyflowemotion Disclosure statementNo potential conflict of interest was reported by the authors.Data availabilityThe data that support the findings of this study are available from the corresponding author, upon reasonable request.Additional informationFundingThis research was supported by the projects from the Ministry of Science and Technology, Taiwan, under contract number MOST- 110-2511-H-011 − 004 -MY3 and MOST-111-2410-H-011 − 004 -MY3.