The evaluation of a scaffolding-based augmented reality educational board game with competition-oriented and collaboration-oriented mechanisms: differences analysis of learning effectiveness, motivation, flow, and anxiety

ABSTRACT

The integration of augmented reality (AR) and game-based learning could increase interaction in educational games and provide more learning guidance in higher education courses. This study developed an AR educational board game that featured cognitive scaffolding, immediate feedback, and collaborative interaction. The study also analyzed and compared the competition- and collaboration-oriented mechanisms in the game. Participants of the study were 60 university students, who were divided into a competitive group and a collaborative group. We analyzed learners’ psychological and cognitive differences in their learning effectiveness, motivation, flow, technology acceptance, learning anxiety, and gaming anxiety in the game. The results showed that both groups significantly improved in learning, and the competitive group had better learning effectiveness than the collaborative group. As for learning motivation, the competitive group improved in certain sub-dimensions, whereas the collaborative group improved in all sub-dimensions. Moreover, the collaborative group had higher scores in flow antecedent and perceived ease of use than the competitive group. The students had more smooth gaming experiences and perceived more clear feedback. Both groups showed lower gaming anxiety. These findings may have important implications for AR educational board game design.

KEYWORDS:

• AR game-based learning
• collaborative learning
• cognitive scaffolding
• flow
• learning motivation
• anxiety

Acknowledgments

This research was supported by the projects from the Ministry of Science and Technology, under contract number MOST-110-2511-H-011-004-MY3, MOST-108-2511-H-011-003-MY3 and MOST-110-2511-H-011-004-MY3.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan: [Grant Number 110-2511-H-011-004-MY3, 108-2511-H-011-003-MY3, 107-2511-H-011-003-MY3].

Notes on contributors

Yu-Cheng Lin

Yu-Cheng Lin is a PHD student of National Taiwan University of Science and Technology. His research interests include game-based learning and educational board game design.

Huei-Tse Hou

Prof. Huei-Tse Hou is a Distinguished Professor of Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taiwan. He is also the Director of Mini-Educational Game development Group in E-learning Research Center in National Taiwan University of Science and Technology (NTUST MEG). His research interest focuses on e-Learning systems, behavioral pattern analysis and game-based learning systems.