Associations among scaffold presentation, reward mechanisms and problem-solving behaviors in game play

摘要: Abstract Learning assistance tools used with digital games—commonly called scaffolds—can reduce player frustration and help them create problem-solving strategies while supporting achievement. Reward mechanisms in the form of external incentives are also believed to enhance motivation promote learning, but possibly at expense excessive learner reliance. Some researchers have suggested that reward can be discourage players from becoming dependent on scaffolds. For this study we customized Professor Sudoku, a simplified version popular reasoning game, investigate effects scaffold presentation-plus-reward mechanism behaviors actions aimed leveling-up. A total 126 participants were divided into active (providing direct beginning game), passive (provided by game system when made three mistakes within specified time frame), hidden groups (accessible any time). Each served functions: critical feature marking, control, demonstration. The given point-gain point-loss mechanisms. Our data indicate appropriate presentation one or more scaffolds reduced reliance support, thereby increasing potential for positive learning reducing frustration. Results suggest promoted independent problem solving instead scaffolds, addition encouraged experienced new rules, overcome limitations existing develop complex strategies. We discuss need carefully design type according specific instructional purposes, possible benefits teachers terms analyzing difficulties individual students face numerical problems.