Scaffolding in game-based learning

SUMMARY

The study systematically reviews existing literature to understand the role and effectiveness of teacher scaffolding in enhancing student learning and engagement in GBL contexts. The authors conducted an extensive search across multiple databases, selecting studies that specifically addressed teacher scaffolding in primary education using game-based learning. The review covers various aspects of scaffolding, including its definition, types, and the specific strategies employed by teachers to support students during game-based activities. The selected studies were analyzed to identify common themes, effective practices, and gaps in the current research.

One of the key findings is that scaffolding in GBL is essential for optimizing student learning    outcomes. Effective    scaffolding helps bridge the gap between students' current knowledge and the learning goals, making challenging tasks more accessible and enhancing student engagement. The review identifies several types of scaffolding used in GBL, including cognitive scaffolding, which involves guiding students' thinking processes; motivational scaffolding, aimed at maintaining students' interest and motivation; and technical scaffolding, which helps students navigate the technical aspects of educational games.

The review also highlights specific strategies that teachers use to scaffold learning in GBL environments. These include providing hints and feedback, modeling problem-solving processes, adjusting the difficulty level of tasks, and facilitating collaborative learning among students. The effectiveness of these strategies depends on the teacher's ability to balance support with promoting student autonomy, ensuring that students are challenged without becoming frustrated.

Moreover, the review underscores the importance of teacher training and professional development in effectively implementing scaffolding in GBL. Teachers need to be equipped with both the pedagogical knowledge and technical skills required to integrate games into their teaching and to scaffold effectively within these environments. The study suggests that ongoing professional development and collaborative learning opportunities for teachers are crucial for enhancing their scaffolding practices in GBL.

Despite the positive findings, the review also identifies several challenges and areas for further research. These include the need for more empirical studies on the long-term effects of scaffolding in GBL, the impact of different types of games on learning outcomes, and the development of frameworks to guide teachers in designing and implementing scaffolding strategies in game-based settings.

IMPLICATIONS

Implications for Educators:

For primary school teachers, the review underscores the importance of effective scaffolding to maximize the benefits of GBL. Teachers should be equipped with a variety of scaffolding strategies, such as cognitive, motivational, and technical scaffolding, to support student learning and engagement. The study highlights the necessity for teachers to balance providing support and promoting student autonomy. Educators should be proactive in learning how to effectively integrate these strategies into their GBL practices to enhance student outcomes. Additionally, ongoing reflection and adaptation of scaffolding methods are essential as teachers gain more experience with GBL.

Implications for Curriculum Designers:

Curriculum designers should consider incorporating GBL elements that are designed with scaffolding in mind. This means creating games that allow for

varying levels of difficulty and include built-in scaffolding features, such as hints, feedback mechanisms, and collaborative challenges. Curriculum designers should work closely with educators to ensure that GBL tools are user-friendly and pedagogically sound.

Implications for Professional Development:

Professional development programs for teachers should include training on the effective use of scaffolding within GBL environments. Teachers need to be familiar with both the pedagogical principles of scaffolding and the technical aspects of the games they are using. Professional development should also address common challenges teachers face in GBL, such as maintaining student motivation and adapting scaffolding to individual student needs.

Implications for Policymakers:

Policymakers should recognize the potential of GBL as a valuable educational tool and support its integration into primary education. This support could come in the form of funding for GBL resources, professional development for teachers, and research into best practices for scaffolding in GBL environments. Policymakers should also consider developing guidelines and standards for GBL implementation, ensuring that educational games are both effective and equitable.

Implications for Researchers:

Researchers should explore the long-term impacts of scaffolding in GBL on student learning outcomes. Studies could investigate how different types of scaffolding affect various student populations and educational contexts. There is also a need for research on the development of specific scaffolding frameworks that can guide teachers in GBL settings. Additionally, researchers should examine the scalability of successful GBL and scaffolding practices to understand how they can be implemented in diverse educational environments.

Implications for Teacher Education Programs:

Pre-service teachers should be exposed to the principles of effective GBL and given opportunities to practice scaffolding within game-based contexts. By embedding these elements into teacher education curricula, new teachers will be better prepared to utilize GBL effectively from the start of their careers.

Reference:

Article Title: A systematic literature review of teacher scaffolding in game-based learning in primary education

Authors: Liping Sun, Marjaana Kangas, Heli Ruokamo and Signe Siklander

Journal: Educational Research Review

Publication Year: 2023