פיגומים ללמידה ממשחק דיגיטלי בבית הספר: הקשרים בין למידה ממשחק, תפיסת הלמידה וחוויות משחק

The study examined the effect of adding a conceptual scaffold to a learning
game, played at school, on learners’ ability to solve financial-mathematical
word problems and on perceived learning, flow, and enjoyment in the game.
Additionally, we examined the relations among problem solving, perceived
learning, flow, and enjoyment. 168 fifth and sixth grade students played a
game during math lessons. Participants were randomly assigned to three
conditions: a "play only" condition, a "study and play" condition that
presented the scaffold first and then the game, and a "play and study"
condition. Participants solved a set of word problems a week before the
intervention, immediately after playing, and a month later. A significant
increase in problem solving was found in the delayed-test only. The scaffold
had a significant contribution to problem solving only among students who
continued playing the game after the intervention. The scaffold did not
impact perceived learning, flow, and enjoyment. Learners’ perceptions
regarding learning financial skills from the game positively predicted
problem solving in the delayed-test. The findings indicate the importance of
providing sufficient time to play, offering scaffolds that link game content to
curricular content, and maintaining a high level of learning and game
experiences.