Game-based collaborative scientific inquiry learning using realistic context and inquiry process-based multidimensional scaffolding

Abstract

ABSTRACT Integrating multidimensional scaffolding into digital game-based learning is expected to address scientific inquiry teaching challenges, simulating real-world complexities to ignite learner interest. This study stands out by using realistic scenarios and multidimensional scaffolding to develop an online collaborative scientific inquiry game, designed based on the scientific inquiry process to create corresponding game mechanics and processes. It leverages cloud technology integration as scaffolding, accompanied by a train maintenance scenario with non-player characters (NPC) to enhance electromagnetism learning for learners. This study involved 90 college students divided into three groups: game scaffolding group (remote gaming teaching activities with NPC-based scaffolding), document scaffolding group (remote case study activities with document-based scaffolding), and no scaffolding group (remote case study activities without scaffolding). The results indicate that providing scaffolding in remote scientific inquiry teaching enhances learning outcomes compared to activities without scaffolding. Learners in the game scaffolding group reported a high level of flow experience, perceived that remote gaming teaching was helpful for scientific inquiry learning, and experienced lower anxiety. Furthermore, learners provided highly positive feedback on the usefulness of multidimensional scaffolding in the game. There were no significant differences among the three instructional activities in terms of flow state, activity anxiety, and the usefulness of scientific inquiry.