Measuring teacher scaffolding in game-based learning: Emotional and responsibility scaffolds lead while resources and previous game experience shape practices

Abstract

Previous research shows that teacher characteristics, such as gender and teaching experience, and affective factors, including attitudes and beliefs, influence the integration of games into classrooms. However, there is little understanding of how teachers provide scaffolding to support students' learning during gameplay and address diverse learning needs. Thus, this study aimed to 1) develop and validate a Teacher Scaffolding Questionnaire for Game-Based Learning (TSQ-GBL), 2) identify the types of scaffolds teachers use most frequently, and 3) examine how the perceived availability of school resources and prior use of game-based pedagogies influence teachers' scaffolding practices. A cross-sectional sample of 180 K-12 in-service teachers participated to validate the instrument, assess scaffolding use, and analyze the relationships between variables. A confirmatory factor analysis validated a three-dimensional model of scaffolding, involving cognitive, responsibility, and emotional scaffolds. Teachers reported greater use of responsibility and emotional scaffolds compared to cognitive scaffolds. Path analysis showed that prior use of game-based pedagogies directly increased scaffold use, while the perceived availability of school resources indirectly influenced scaffolding practices. These findings emphasize the need to increase resource availability and teachers’ prior pedagogical experience with games to strengthen scaffolding practices during game-based learning. This study contributes to theoretical advancements by providing a validated instrument and uncovering the relationships between teacher scaffolding practices, the availability of school resources, and prior game-based pedagogy experiences, ultimately supporting the effective integration of games in education.