Scaffolded Gameplay as a Strategy for Engaging Learners with Complexity
Sonja Rowhani, Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper proposes scaffolded gameplay as a strategy to engage learners with complexity. Complexity surrounds us. Engaging learners with the full complexity of phenomena at the outset may overwhelm them. Educators use scaffolding as an approach to incrementally unveil complexity to learners. In serious games, the gameplay can be scaffolded to engage learners with complexity in a gradual manner. By designing the interaction mechanism and/or visual support to directly reflect the educational content and making it increasingly difficult to operate, players will have to learn and apply more of the content and its complexity to advance through the game. This paper describes two examples of serious games that successfully implement this strategy to engage children with mathematical complexity (polygonal patterns and transformation geometry). It suggests that scaffolded gameplay can and should be investigated as a viable educational strategy.
Rowhani, S. & Sedig, K. (2009). Scaffolded Gameplay as a Strategy for Engaging Learners with Complexity. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 784-792). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
© 2009 Association for the Advancement of Computing in Education (AACE)