Use in-game scaffolds with automatic feedback displays in math game tasks, monitoring scaffold use against mastery data¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends data-driven decisions about in-game scaffolding: scaffold use was logged per item and correlated with CCM-estimated mastery. The findings "indicate the benefits of scaffolding for some of the attributes instructed in the game", so designers should build optional scaffolds into selected tasks and track their use rather than apply them uniformly.

Design Implications¶

Context¶

Requirements¶

• Scaffolds available in specific tasks (the study's scaffolds updated totals automatically as players dragged and dropped resources)
• Logging of scaffold use per item so it can be linked to estimated attribute mastery

Constraints¶

• Scaffold use was significantly correlated with mastery for attributes 1, 3, and 4 but not attributes 2 and 5, and the relation is correlational, not causal

Target Learners¶

• Elementary and middle-grade students solving arithmetic problems in games

Target Learning Goals¶

• Improved accuracy and attribute mastery in arithmetic problem-solving tasks

Related Strategies¶

Examples¶

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Key Sources¶

• Jiaqi Yu, Wenchao Ma, Jewoong Moon, Andre R. Denham. (2022). Developing a Stealth Assessment System Using a Continuous Conjunctive Model. Journal of Learning Analytics, 9(3), 11–31. https://doi.org/10.18608/jla.2022.7639