Browsing by Author "Chiang, Chieh-Han"

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Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity
(2017-10-01)
Kao, Gloria Yi-Ming
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Chiang, Chieh-Han
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Sun, Chuen-Tsai
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資訊工程學系
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數位內容製作中心
Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, "Crayon Physics Deluxe," with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes. (C) 2017 Elsevier Ltd. All rights reserved.
Designing an Educational Game with Customized Scaffolds for Learning Physics
(2015)
Kao, Gloria Yi-Ming
;
Chiang, Chieh-Han
;
Sun, Chuen-Tsai
;
資訊工程學系
;
數位內容製作中心
Digital games have become a popular source of entertainment. The main reason that players continue to play video games is that the game designers use scaffolding to bridge the gap between a player\'s current skills and those needed to be successful at the next level. Several mainstream digital games have the flexibility to become promising game-based learning environments, in which scaffolding could play a crucial role to improve the learning experience. This study examines the effectiveness of providing instructors with the opportunity to tailor a digital game in order to meet their personal teaching goals. The built-in game features in Crayon Physics Deluxe are blended with instructor-designed scaffolding to see whether such features can assist learning without impeding creativity. A total of 126 participants were divided into four groups. In three of the groups, Crayon Physics Deluxe was used with varied scaffolding conditions: demonstration scaffolding, non-scaffolding, and marking critical features scaffolding. The fourth group did not play the game. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and creativity performance (in the form of game episode designs). The results show that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and in the sensitivity dimension of design creativity. The group with demonstration scaffolding scored higher in the flexibility dimension of creativity when designing their own game episodes. These findings suggest that proper scaffolding does facilitate learning, and different learning purposes require various designs of scaffoldings.