A science history educational board game with augmented reality integrating collaborative problem solving and scaffolding strategies

Abstract

While numerous studies have adapted computer simulation or digital games to support chemistry learning, these previous approaches were generally used to support learning the procedural knowledge of chemistry, such as experiment procedure. Nonetheless, chemistry history is mostly of declarative knowledge. Different approach should be taken to support learning chemistry history. Game-based learning was considered as an ideal vehicle to support history education. Previous studies have pointed out that students’ learning motivation and comprehension could be improved with the support of educational games. In this manner, this study proposed a novel gaming approach, which combines the board game and augmented reality technology to support learning chemistry history. In the game - AR chemistry history, the board game mechanisms were to enable learners to collaboratively learn together and from each other, while augmented reality was used to provide cognitive scaffoldings. To evaluate the game, thirty-five senior high school students were invited to participate in this study. Preliminary results suggested that the game - AR chemistry history could be helpful in improving students’ learning performance. In addition, students generally reported positive evaluations toward the game as well as positive gaming experience. A further test on plausible gender differences showed there were no significant gender differences in male and female students’ perception toward the game, gaming experience as well as their learning performance. These preliminary findings suggested that AR chemistry history could be used to effectively support chemist history learning. Future research is encouraged further explore students’ behavioral patterns to better depict a more comprehensive picture of the adapting educational games to support learning.