The Effects of Integrating Metacognitive Scaffolding in Chemistry Educational Computer Games in High School Students’ Learning Outcomes and Game-based Learning

Abstract

In the last decades, many researchers have discussed the potentials of using computer games in education. The use of educational computer games can provide more active involvement, increase motivation and satisfaction. In particular, science education is generally believed that can benefit from the educational computer games due to the ability of presenting abstract concepts. For learning basic chemistry, learners are required understand chemical reactions which are all abstract concepts to them. As a result, learners often experience difficult learning experience and lack of motivation while learning them. In this study, a chemistry educational computer game designed in our previous research was modified and adopted. The modified version of the game integrated metacognitive scaffolding design which could provide promptly assistance. A total of 171 senior high school students in Taiwan participated in this study. They were randomly assigned to control group (common version of ECG without metacognitive scaffolding design) and experimental group (the ECG with metacognitive scaffolding design). Both groups took pre-test/post-test. Meanwhile, both groups were required to take notes while using the game. The digital game-based learning (DGBL) experience of playing the game was also collected through the questionnaire and semi-structure interview. The results showed that both groups made marked progress by using the game (P<.05). Regarding the real-time hints, it is helpful for the experimental group to answer chemistry conceptual understanding questions (P<.05). It showed no difference of using the note-taking function, suggesting that all participants were willing to use the metacognitive scaffolding design in the game. Results also indicate that both groups had game experience. In particular, the experimental group (MS-ECG) expressed that they were not only playing a game but felt that they were learning. In sum, with metacognitive scaffolding design, it is easier for participants to use the educational computer game. Implications for educational practices are also discussed.