Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding
Abstract
:1. Introduction
2. Background: Remote Science Classrooms in the Post-Pandemic Era
- (1)
- Promoting the motivation of science learning through distance and synchronous teaching using gamification.
- (2)
- Facilitating classroom group interaction in distance synchronous science instruction.
3. Trends: Gamification Activities for Remote Synchronous Science Inquiry
3.1. Gamification for Remote Collaboration and Interaction
3.2. Three-Dimensional Scaffolding for Collaborative Problem Solving in Science
3.3. Cloud-Based Interactive Tools for Collaborative Problem Solving in Science
- Synchronous communication tools (e.g., Meet, Team, Zoom, Gather, Spotvirtual, etc.).
- 2.
- Synchronous co-creation whiteboards (e.g., Google Jamboard, myViewBoard, Miro, etc.).
- 3.
- Project planning/data analysis tools (e.g., Miro, Google Analysis, Google Sheet, etc.).
4. Framework: Integration of Cloud Toolset and Scaffolding for Gamified Teaching and Learning Activities
4.1. Gamified Teaching Activity Framework
4.2. Implementation of Cloud-Based Gamified Teaching Template
5. Application Guidelines and Action Research of the Framework
- Set learning objectives and teaching contents according to subject units.
- Design the mechanism of teaching gamification according to the learning objectives and teaching contents (e.g., point system, card interaction, scientific inquiry competition, etc.).
- Select the required remote cloud tools according to the teaching activities and gamification mechanism.
- According to the difficulties that learners may face, select tools and design scaffolds in these tools according to the above framework.
6. Conclusions and Future Research
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
- Valle, J.; Manso, J. Key competences as a trend in the supranational educational policies of the European Union. Rev. De Educ. 2013, 12–33. [Google Scholar] [CrossRef]
- OECD. PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy; OECD Publishing: Paris, France, 2012. [Google Scholar]
- Hou, H.-T. Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Comput. Hum. Behav. 2015, 48, 424–435. [Google Scholar] [CrossRef]
- Lin, C.-L.; Hou, H.-T.; Tsai, C.-C. Analyzing the Social Knowledge Construction and Online Searching Behavior of High School Learners During a Collaborative Problem Solving Learning Activity: A Multi-Dimensional Behavioral Pattern Analysis. Asia-Pacific Educ. Res. 2016, 25, 893–906. [Google Scholar] [CrossRef]
- Chiou, S.W. Online Learning Survey for Elementary and Middle School Teachers- after the Start of the School Year, 88% of Teachers are Willing to Change Their Traditional Teaching Methods. Parenting 2021, 120. Available online: https://www.parenting.com.tw/article/5090630 (accessed on 1 February 2023). (In Chinese).
- Ventura, M.; Shute, V. The validity of a game-based assessment of persistence. Comput. Hum. Behav. 2013, 29, 2568–2572. [Google Scholar] [CrossRef]
- Dunleavy, M.; DeDe, C.; Mitchell, R. Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning. J. Sci. Educ. Technol. 2008, 18, 7–22. [Google Scholar] [CrossRef]
- Wang, S.-M.; Hou, H.-T.; Wu, S.-Y. Analyzing the knowledge construction and cognitive patterns of blog-based instructional activities using four frequent interactive strategies (problem solving, peer assessment, role playing and peer tutoring): A preliminary study. Educ. Technol. Res. Dev. 2016, 65, 301–323. [Google Scholar] [CrossRef]
- Gil-Gomez, H.; Oltra-Badenes, R.; Guerola-Navarro, V.; Saldaña, P.Z. Crowdfunding: A bibliometric analysis. Int. Entrep. Manag. J. 2021, 19, 27–45. [Google Scholar] [CrossRef]
- Eltahir, M.E. E-Learning in Developing Countries: Is it a Panacea? A Case Study of Sudan. IEEE Access 2019, 7, 97784–97792. [Google Scholar] [CrossRef]
- Vershitskaya, E.R.; Mikhaylova, A.V.; Gilmanshina, S.I.; sDorozhkin, E.M.; Epaneshnikov, V.V. Present-day management of universities in Russia: Prospects and challenges of e-learning. Educ. Inf. Technol. 2019, 25, 611–621. [Google Scholar] [CrossRef]
- Almaiah, M.A.; Almulhem, A. A conceptual framework for determining the success factors of e-learning system implementation using Delphi technique. J. Theor. Appl. Inf. Technol. 2018, 96, 5962–5976. [Google Scholar]
- Al-araibi, A.A.M.; Naz’ri bin Mahrin, M.; Yusoff, R.C.M. Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique. Educ. Inf. Technol. 2019, 24, 567–590. [Google Scholar] [CrossRef]
- The British Academy. THE COVID DECADE: Understanding the Long-Term Societal Impacts of COVID-19. 2021. Available online: https://www.thebritishacademy.ac.uk/documents/3238/COVID-decade-understanding-long-term-societal-impacts-COVID-19.pdf (accessed on 1 February 2023).
- Du, S.-C.; Fu, Z.-T.; Wang, Y. The flipped classroom–advantages and challenges. In Proceedings of the International Conference on Economic Management and Trade Cooperation (EMTC 2014), Xi’an, China, 12–13 April 2014; Available online: https://www.atlantis-press.com/article/11721.pdf. (accessed on 1 February 2023).
- Mason, G.S.; Shuman, T.R.; Cook, K.E. Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course. IEEE Trans. Educ. 2013, 56, 430–435. [Google Scholar] [CrossRef]
- Moorhouse, B.L.; Li, Y.; Walsh, S. E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons. RELC J. 2021. [CrossRef]
- Parmigiani, D.; Benigno, V.; Giusto, M.; Silvaggio, C.; Sperandio, S. E-inclusion: Online special education in Italy during the Covid-19 pandemic. Technol. Pedagog. Educ. 2020, 30, 111–124. [Google Scholar] [CrossRef]
- Hou, H.-T. Augmented reality board game with multidimensional scaffolding mechanism: A potential new trend for effective organizational strategic planning training. Front. Psychol. 2022, 13, 932328. [Google Scholar] [CrossRef]
- Hsu, C.-Y.; Tsai, C.-C.; Liang, J.-C. Facilitating Preschoolers’ Scientific Knowledge Construction via Computer Games Regarding Light and Shadow: The Effect of the Prediction-Observation-Explanation (POE) Strategy. J. Sci. Educ. Technol. 2011, 20, 482–493. [Google Scholar] [CrossRef]
- Mayer, I.; Zhou, Q.; Lo, J.; Abspoel, L.; Keijser, X.; Olsen, E.; Nixon, E.; Kannen, A. Integrated, ecosystem-based Marine Spatial Planning: Design and results of a game-based, quasi-experiment. Ocean Coast. Manag. 2013, 82, 7–26. [Google Scholar] [CrossRef]
- Deterding, S. Gamification: Designing for motivation. Interactions 2012, 19, 14–17. [Google Scholar] [CrossRef]
- Seaborn, K.; Fels, D.I. Gamification in theory and action: A survey. Int. J. Human-Computer Stud. 2015, 74, 14–31. [Google Scholar] [CrossRef]
- Chen, Y.-C.; Hou, H.-T.; Wu, C.-H. Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms. J. Educ. Comput. Res. 2023, 61, 3–29. [Google Scholar] [CrossRef]
- Gündüz, A.Y.; Akkoyunlu, B. Effectiveness of Gamification in Flipped Learning. SAGE Open 2020, 10, 2158244020979837. [Google Scholar] [CrossRef]
- Huang, B.; Hwang, G.-J.; Hew, K.F.; Warning, P. Effects of gamification on students’ online interactive patterns and peer-feedback. Distance Educ. 2019, 40, 350–379. [Google Scholar] [CrossRef]
- Bahr, C.M.; Rieth, H.J. The Effects of Instructional Computer Games and Drill and Practice Software on Learning Disabled Students’ Mathematics Achievement. Comput. Sch. 1989, 6, 87–102. [Google Scholar] [CrossRef]
- Inkpen, K. We have never-forgetful flowers in our garden: Girls’ responses to electronic games. J. Comput. Math. Sci. Teach. 1994, 13, 383–403. [Google Scholar]
- Schultz, R.B.; Demers, M.N. Transitioning from Emergency Remote Learning to Deep Online Learning Experiences in Geography Education. J. Geogr. 2020, 119, 142–146. [Google Scholar] [CrossRef]
- Rehn, N.; Maor, D.; McConney, A. The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: Implications for training and professional development. Technol. Pedagog. Educ. 2018, 27, 417–429. [Google Scholar] [CrossRef]
- Berg-Weger, M.; Schneider, F.D. Interdisciplinary Collaboration in Social Work Education. J. Soc. Work. Educ. 1998, 34, 97–107. [Google Scholar] [CrossRef]
- Berdrow, I.; Evers, F.T. Bases of Competence: A Framework for Facilitating Reflective Learner-Centered Educational Environments. J. Manag. Educ. 2011, 35, 406–427. [Google Scholar] [CrossRef]
- Liang, C.-P.; She, H.-C. Investigate the effectiveness of single and multiple representational scaffolds on mathematics problem solving: Evidence from eye movements. Interact. Learn. Environ. 2021. [CrossRef]
- Csikszentmihalyi, M. Flow: The Psychology of Optimal Experience; Harper Perennial: New York, NY, USA, 1991. [Google Scholar]
- Kiili, K. Evaluations of an experiential gaming model. Interdiscip. J. Hum. ICT Environ. 2006, 2, 187–201. [Google Scholar] [CrossRef]
- Chou, Y.-S.; Hou, H.-T.; Chang, K.-E.; Su, C.-L. Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: An analysis of flow state and game-based learning behavioral patterns. Interact. Learn. Environ. 2021, 1–18. [Google Scholar] [CrossRef]
- Li, C.-T.; Hou, H.-T.; Lee, L.-H. Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Lang. Teach. Res. 2022. [Google Scholar] [CrossRef]
- LeBlanc, G.; Bearison, D.J. Teaching and learning as a bi-directional activity: Investigating dyadic interactions between child teachers and child learners. Cogn. Dev. 2014, 19, 499–515. [Google Scholar] [CrossRef]
- Hou, H.-T.; Keng, S.-H. A Dual-Scaffolding Framework Integrating Peer-Scaffolding and Cognitive-Scaffolding for an Augmented Reality-Based Educational Board Game: An Analysis of Learners’ Collective Flow State and Collaborative Learning Behavioral Patterns. J. Educ. Comput. Res. 2021, 59, 547–573. [Google Scholar] [CrossRef]
- Ramani, G.B.; Siegler, R.S. Reducing the gap in numerical knowledge between low- and middle-income preschoolers. J. Appl. Dev. Psychol. 2011, 32, 146–159. [Google Scholar] [CrossRef]
- von Wangenheim, C.G.; Savi, R.; Borgatto, A.F. DELIVER!—An educational game for teaching Earned Value Management in computing courses. Inf. Softw. Technol. 2012, 54, 286–298. [Google Scholar] [CrossRef]
- Nieuwoudt, J.E. Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australas. J. Educ. Technol. 2020, 36, 15–25. [Google Scholar] [CrossRef]
- Wood, D.; Bruner, J.S.; Ross, G. The role of tutoring in problem solving. J. Child Psychol. Psychiatry 1976, 17, 89–100. [Google Scholar] [CrossRef]
- Choi, I.; Land, S.M.; Turgeon, A.J. Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instr. Sci. 2005, 33, 483–511. [Google Scholar] [CrossRef]
- Hannafin, M.; Land, S.; Oliver, K. Open learning environments: Foundations, methods, and models. In Instructional-Design Theories and Models: A New Paradigm of Instructional Theory; Reigeluth, C.M., Ed.; Lawrence Erlbaum Associates: Mahwah, NJ, USA, 1999; Volume II, pp. 115–140. [Google Scholar]
- Hou, H.-T.; Fang, Y.-S.; Tang, J.T. Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interact. Learn. Environ. 2021, 1–21. [Google Scholar] [CrossRef]
- Chang, C.-H.S.; Kuo, C.-C.; Hou, H.-T.; Koe, J.J.Y. Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Comput. Hum. Behav. 2022, 128, 107085. [Google Scholar] [CrossRef]
- Dlab, M.H.; Boticki, I.; Hoic-Bozic, N.; Looi, C.K. Exploring group interactions in synchronous mobile computer-supported learning activities. Comput. Educ. 2020, 146, 103735. [Google Scholar] [CrossRef]
- Yeoh, C.P.; Hou, H.T. Design an Online Escape Game on Gather Town to Foster Electrical Troubleshooting Skills. In Proceedings of the Southeast Asian Conference on Education (SEACE2023), Singapore, 10–13 February 2023. [Google Scholar]
- Hou, H.T.; Kuo, C.C.; Wang, T.S. The Development and Preliminary Evaluation Learner’s Flow State of an Online Decision-making Detective Game. In Proceedings of the 13th Asian Conference on Education (ACE2021), Tokyo, Japan, 25–28 November 2021. [Google Scholar]
- Chien, C.C.; Huang, S.T.; Hou, H.T. Design and Evaluation of a Contextual Distance Management Training Game With Real-person Non-player Character Mechanism. In Proceedings of the 14th Asian Conference on Education (ACE2022), Tokyo, Japan, 28 November–1 December 2022. [Google Scholar]
- Chou, Y.K. Octalysis—The Complete Gamification Framework. 2017. Available online: https://yukaichou.com/gamification-examples/octalysis-complete-gamification-framework/ (accessed on 1 February 2023).
- Wu, C.H.; Chen, C.C.; Wang, S.M.; Hou, H.T. The Design and Evaluation of a GamificationTeaching Activity using Board Game and QRCode for Organic Chemical Structure and Functional Groups Learning. In Proceedings of the IIAI International Conference on Learning Technologies and Learning Environments (IIAI LTLE 2018), Yonago, Japan, 8–13 July 2018. [Google Scholar] [CrossRef]
- Shin, S.; Brush, T.A.; Glazewski, K.D. Examining the hard, peer, and teacher scaffolding framework in inquiry-based technology-enhanced learning environments: Impact on academic achievement and group performance. Educ. Technol. Res. Dev. 2020, 68, 2423–2447. [Google Scholar] [CrossRef]
- Christopoulos, A.; Mystakidis, S.; Cachafeiro, E.; Laakso, M.-J. Escaping the cell: Virtual reality escape rooms in biology education. Behav. Inf. Technol. 2022, 1–18. [Google Scholar] [CrossRef]
- Bozkurt, A.; Jung, I.; Xiao, J.; Vladimirschi, V.; Schuwer, R.; Egorov, G.; Paskevicius, M. A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian J. Distance Educ. 2020, 15, 1–126. [Google Scholar]
- Winter, E.; Costello, A.; O’Brien, M.; Hickey, G. Teachers’ use of technology and the impact of Covid-19. Ir. Educ. Stud. 2021, 40, 235–246. [Google Scholar] [CrossRef]
- Keller, J.M. Development and use of the ARCS model of instructional design. J. Instr. Dev. 1987, 10, 2–10. [Google Scholar] [CrossRef]
- Perttula, A.; Kiili, K.; Lindstedt, A.; Tuomi, P. Flow experience in game based learning—A systematic literature review. Int. J. Serious Games 2017, 4, 57–72. [Google Scholar] [CrossRef] [Green Version]
- Bieleke, M.; Gogol, K.; Goetz, T.; Daniels, L.; Pekrun, R. The AEQ-S: A short version of the Achievement Emotions Questionnaire. Contemp. Educ. Psychol. 2021, 65, 101940. [Google Scholar] [CrossRef]
- Martens, R.; Vealey, R.S.; Burton, D.; Bump, L.; Smith, D.E. Development and validation of the Competitive Sports Anxiety Inventory 2. In Competitive Anxiety in Sport; Martens, R., Vealey, R.S., Burton, D., Eds.; Human Kinetics: Champaign, IL, USA, 1990; pp. 117–178. [Google Scholar]
- Hopko, D.R.; Mahadevan, R.; Bare, R.L.; Hunt, M.K. The Abbreviated Math Anxiety Scale (AMAS). Assessment 2003, 10, 178–182. [Google Scholar] [CrossRef] [PubMed]
Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
© 2023 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Hou, H.-T. Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding. Information 2023, 14, 165. https://doi.org/10.3390/info14030165
Hou H-T. Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding. Information. 2023; 14(3):165. https://doi.org/10.3390/info14030165
Chicago/Turabian StyleHou, Huei-Tse. 2023. "Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding" Information 14, no. 3: 165. https://doi.org/10.3390/info14030165
APA StyleHou, H. -T. (2023). Learning Science through Cloud Gamification: A Framework for Remote Gamified Science Learning Activities Integrating Cloud Tool Sets and Three-Dimensional Scaffolding. Information, 14(3), 165. https://doi.org/10.3390/info14030165