Abstract
In game-based learning, adaptive scaffolding can enhance the learning of domain-specific skills, known as firstorder scaffolding, and self-regulatory skills, known as second-order scaffolding. To design adaptive scaffolding, we need indicators that identify learning opportunities. Therefore we investigated how indicators of performance and self-regulation relate to overall game performance in a medical emergency simulation game. These indicators have the potential to guide the design of adaptive first-order and second-order scaffolding, respectively. Twenty-six fourth-year medical students played 116 game sessions. Using a multilevel model, we investigated the relationship between overall game performance and a range of online and offline measures. For first-order scaffolding, accuracy, systematicity and thoroughness were found to be valid indicators; for second-order scaffolding, high global self-regulatory scores and frequent monitoring were found to be valid indicators. These indicators can be included in future algorithms for adaptive scaffolding in game-based learning.
Original language | English |
---|---|
Article number | 101666 |
Number of pages | 9 |
Journal | Learning and Instruction |
Volume | 83 |
DOIs | |
Publication status | Published - 1 Feb 2022 |
Keywords
- Game -based learning
- Simulation
- Self -regulated learning
- Serious game analytics
- Scaffolding
- SELF-REGULATION
- MICROANALYTIC ASSESSMENT
- SERIOUS GAMES
- STUDENTS
- PERFORMANCE
- SIMULATION
- KNOWLEDGE
- EDUCATION
- FEEDBACK
- SKILLS