Design of a Situated Emergency Decision-Making Educational Game Framework Using Mobile Instant Reasoning Scaffolding

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-03 DOI:10.1111/jcal.70118

Pei-Ching Ngu, Chih-Chung Chien, Huei-Tse Hou

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引用次数: 0

Abstract

Background

Situated simulation is a pedagogical method used for on-the-job training in many occupations. Establishing a framework that uses mobile devices to provide both simulation elements and incorporates instant feedback as reasoning scaffolding is a promising and relatively unexplored research topic.

Objective

In this study, we designed a simulation game framework with mobile instant feedback to help learners develop high-risk emergency decision-making skills. According to the learners' different emergency decision-making, the mobile game provides instant feedback on the subsequent development of different medical conditions and provides the guidance of an instant reasoning scaffolding to help learners immediate correction strategies. In this study, we analysed the learners' learning effectiveness and psychological responses to the instant reasoning scaffolding-based game-based training, including flow, motivation and activity anxiety, as well as analysing the fidelity of the game.

Methods

A quasi-experimental design study with a total of 96 volunteers participated was grouped into Experimental group 1 (game with instant reasoning scaffolding), Experimental group 2 (game with document scaffolding) and a Control group (general case study with document scaffolding).

Results and Conclusion

The results showed that participants who participated in instant reasoning scaffolding-based game-based training had better learning effectiveness than those who participated in document scaffolding game training and general case study. Participants in the instant reasoning scaffolding-based game-based training were able to achieve high flow, high motivation and low anxiety, and this scaffolding-based game framework has the potential to be extended to various emergency decision-making training areas.

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基于移动即时推理脚手架的情境应急决策教育游戏框架设计

情境模拟是一种用于在职培训的教学方法。建立一个使用移动设备提供模拟元素并将即时反馈作为推理脚手架的框架是一个有前途且相对未被探索的研究主题。目的设计一个具有移动即时反馈的模拟游戏框架，帮助学习者培养高风险应急决策技能。根据学习者不同的应急决策，手机游戏对不同医疗状况的后续发展进行即时反馈，并提供即时推理脚手架的指导，帮助学习者即时纠正策略。在本研究中，我们分析了学习者对基于即时推理脚手架的游戏训练的学习效果和心理反应，包括心流、动机和活动焦虑，并分析了游戏的保真度。方法采用准实验设计研究方法，将96名志愿者分为实验1组（即时推理支架游戏）、实验2组（文件支架游戏）和对照组（文件支架一般案例研究）。结果与结论结果表明，参与即时推理搭建游戏训练的被试学习效果优于文档搭建游戏训练和一般案例学习。在基于即时推理的脚手架游戏训练中，参与者能够实现高心流、高动机和低焦虑，这种基于脚手架的游戏框架具有推广到各种应急决策训练领域的潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope