Skip to main content
SpringerLink
Log in

Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding

  • Long Paper
  • Published:
Universal Access in the Information Society Aims and scope Submit manuscript

Abstract

Decision-making is considered an essential competence of the twenty-first century skills. Remote synchronous collaborative problem-solving has gained much attention especially for decision-making training. We designed a framework to promote decision-making training with a multidimensional scaffolding-based game, and 84 participants were recruited online to evaluate the game based on the proposed framework. The quasi-experimental study compared collaborative and individual learners’ game performance, anxiety, motivation, acceptance, behavior patterns, and perceived learning process for decision-making.

The result showed that both collaborative and individual learners had low anxiety, high motivation, and high acceptance in the multidimensional scaffolding-based online educational game; however, the collaborative team had better game performance and found the clues to be more useful for the learning process than the individual team did. Behavioral pattern analysis revealed that the high-performance collaborative team had more well-organized problem-solving and in-depth reflection.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

Data availability

The data that support the findings of this study are available from the corresponding author, upon reasonable request.

References

  1. Al-araibi, A.A.M., Mahrin, M.N.R.B., Yusoff, R.C.M.: Technological aspect factors of E-learning readiness in higher education institutions: Delphi technique. Educ. Inf. Technol. 24(1), 567–590 (2019)

    Article  Google Scholar 

  2. Aldoayan, M., Sahandi, R., John, D., & Cetinkaya, D. (2019, March). Collaborative cloud-based online courses: Issues and challenges. In Proceedings of the 2019 8th International Conference on Educational and Information Technology (pp. 17–21).

  3. Almaiah, M.A., Almulhem, A.: A conceptual framework for determining the success factors of e-learning system implementation using Delphi technique. J. Theor. Appl. Inf. Technol. 96(17), 5962–5976 (2018)

    Google Scholar 

  4. Alomari, H. W., Ramasamy, V., Kiper, J. D., & Potvin, G. (2020). A User Interface (UI) and User eXperience (UX) evaluation framework for cyberlearning environments in computer science and software engineering education. Heliyon, 6(5).

  5. Altun, S.A., Kalayci, E., Avci, U.: Integrating ICT at the Faculty Level: A Case Study. Turkish online journal of educational technology-TOJET 10(4), 230–240 (2011)

    Google Scholar 

  6. Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S., Louchart, S., ... & De Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411.

  7. Aronsson, S., Artman, H., Brynielsson, J., Lindquist, S., Ramberg, R.: Design of simulator training: a comparative study of Swedish dynamic decision-making training facilities. Cogn. Technol. Work 23(1), 117–130 (2021)

    Article  Google Scholar 

  8. Azir, I.D.A.: Applying peer scaffolding to enhance the EFL vocational students’ speaking skills. Ethical Lingua: Journal of Language Teaching and Literature 6(2), 149–157 (2019)

    Article  Google Scholar 

  9. Bai, S., Hew, K.F., Huang, B.: Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educ. Res. Rev. 30, 100322 (2020)

    Article  Google Scholar 

  10. Barron, B.: Achieving coordination in collaborative problem-solving groups. J. Learn. Sci. 9(4), 403–436 (2000)

    Article  Google Scholar 

  11. Bakeman, R., & Gottman, J. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge University Press.

  12. Bos, N., & Shami, N. S. (2006). Adapting a face-to-face role-playing simulation for

  13. online play. Educational Technology Research and Development, 54(5), 493–521.

  14. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of

  15. learning. Educational Researcher, 18(1), 32–42.

  16. Byrnes, J. P. (2013). The nature and development of decision-making: A self-regulation model. Psychology Press.

  17. Cheng, Y. P., Shen, P. D., Hung, M. L., Tsai, C. W., Lin, C. H., & Hsu, L. C. (2021). Applying online content-based knowledge awareness and team learning to develop students’ programming skills, reduce their anxiety, and regulate cognitive load in a cloud classroom. Universal Access in the Information Society, 1–16.

  18. Carbajal-Carrera, B.: Mapping connections among activism interactional practices and presence in videoconferencing language learning. System 99, 102527 (2021)

    Article  Google Scholar 

  19. Care, E., Scoular, C., Griffin, P.: Assessment of collaborative problem solving in education environments. Appl. Measur. Educ. 29(4), 250–264 (2016)

    Article  Google Scholar 

  20. Carey, E., Hill, F., Devine, A., Szűcs, D.: The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children. Front. Psychol. 8, 11 (2017)

    Article  PubMed  PubMed Central  Google Scholar 

  21. Charsky, D., Ressler, W.: “Games are made for fun”: Lessons on the effects of concept maps in the classroom use of computer games. Comput. Educ. 56(3), 604–615 (2011)

    Article  Google Scholar 

  22. Chang, C.H.S., Kuo, C.C., Hou, H.T., Koe, J.J.Y.: Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness. Comput. Hum. Behav. 128, 107085 (2022)

    Article  Google Scholar 

  23. Chang, C. J., Chang, M. H., Liu, C. C., Chiu, B. C., Fan Chiang, S. H., Wen, C. T., ... & Chai, C. S. (2017). An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations. Journal of Computer Assisted Learning, 33(6), 649–662.

  24. Chen, L. C. (2008). Motivational Analysis of Library Instruction among College Students [Unpublished master’s thesis]. Fu Jen Catholic University

  25. Chen, C.H., Law, V.: Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Comput. Hum. Behav. 55, 1201–1212 (2016)

    Article  Google Scholar 

  26. Chen, H.R., Lin, Y.S.: An examination of digital game-based situated learning applied to Chinese language poetry education. Technol. Pedagog. Educ. 25(2), 171–186 (2016)

    Article  Google Scholar 

  27. Chi, M.T., Wylie, R.: The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist 49(4), 219–243 (2014)

    Article  Google Scholar 

  28. Clinton, B.D., Kohlmeyer, J.M.: The effects of group quizzes on performance and motivation to learn: Two experiments in cooperative learning. J. Account. Educ. 23(2), 96–116 (2005)

    Article  Google Scholar 

  29. Cooper, D.J., Kagel, J.H.: Are two heads better than one? Team versus individual play in signaling games. Amer. Econ. Rev. 95, 477–509 (2005)

    Article  Google Scholar 

  30. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1–20.

  31. Davis, F.: Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q. 13(3), 319–340 (1989)

    Article  Google Scholar 

  32. De Haan, G.: The development of ESD-related competencies in supportive institutional frameworks. Int. Rev. Educ. 56(2), 315–328 (2010)

    Article  Google Scholar 

  33. Dondlinger, M.J., Wilson, D.A.: Creating an alternate reality: Critical, creative, and empathic thinking generated in the Global Village Playground capstone experience. Thinking Skills and Creativity 7(3), 153–164 (2012)

    Article  Google Scholar 

  34. Erhel, S., Jamet, E.: Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Comput. Educ. 67, 156–167 (2013)

    Article  Google Scholar 

  35. Evans, C. M. (2020). Measuring Student Success Skills: A Review of the Literature on Collaboration. 21st Century Success Skills. National Center for the Improvement of Educational Assessment.

  36. Fleiss, J.L., Levin, B., Paik, M.C.: The measurement of interrater agreement. Statistical Methods for Rates and Proportions 2(212–236), 22–23 (1981)

    Google Scholar 

  37. Gijlers, H., Saab, N., Van Joolingen, W.R., De Jong, T., Van Hout-Wolters, B.H.A.M.: Interaction between tool and talk: How instruction and tools support consensus building in collaborative inquiry-learning environments. J. Comput. Assist. Learn. 25, 252–267 (2009)

    Article  Google Scholar 

  38. Hainey, T., Connolly, T.M., Boyle, E.A., Wilson, A., Razak, A.: A systematic literature review of games-based learning empirical evidence in primary education. Comput. Educ. 102, 202–223 (2016)

    Article  Google Scholar 

  39. Hao, J., Liu, L., von Davier, A., & Kyllonen, P. (2015).Assessing collaborative problem solving with simulation based task. In Proceedings of the 11th international conference on computer supported collaborative learning, Gothenburg, Sweden, 7–11 June.

  40. Hartley, C.A., Phelps, E.A.: Anxiety and decision-making. Biol. Psychiat. 72(2), 113–118 (2012)

    Article  PubMed  Google Scholar 

  41. Hou, H. T., Fang, Y. S., & Tang, J. T. (2021). Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability. Interactive Learning Environments, 1–21.

  42. Hou, H.T.: Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Comput. Hum. Behav. 48, 424–435 (2015)

    Article  Google Scholar 

  43. Hou, H. T., Kuo C. C., & Wang, T. S. (2021) The Development and Preliminary Evaluation Learner’s Flow State of an Online Decision-making Detective Game, paper presented at the 13th Asian Conference on Education (ACE2021), Japan, November 25–28, 2021, Tokyo, Japan

  44. Hou, H.T., Wu, C.S., Wu, C.H.: Evaluation of a mobile-based scaffolding board game developed by scaffolding-based game editor: analysis of learners’ performance, anxiety and behavior patterns. Journal of Computers in Education 10(2), 273–291 (2023)

    Article  Google Scholar 

  45. Hsieh, Y.H., Lin, Y.C., Hou, H.T.: Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning. Interact. Learn. Environ. 24(1), 178–193 (2016)

    Article  Google Scholar 

  46. Hodges, B.D., Albert, M., Arweiler, D., Akseer, S., Bandiera, G., Byrne, N., Reeves, S.: The future of medical education: a Canadian environmental scan. Med. Educ. 45(1), 95–106 (2011)

    Article  PubMed  Google Scholar 

  47. Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G. J., Wang, M., ... & Delev, D. (2021). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3), 383–409.

  48. Hwang, G.J., Wu, P.H., Chen, C.C.: An online game approach for improving students’ learning performance in web-based problem-solving activities. Comput. Educ. 59(4), 1246–1256 (2012)

    Article  Google Scholar 

  49. Hwang, G.J., Sung, H.Y., Hung, C.M., Huang, I.: Development of a individualized educational computer game based on students’ learning styles. Education Tech. Research Dev. 60(4), 623–638 (2012)

    Article  Google Scholar 

  50. Ji, H., Park, S., Shin, H.W.: Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment. System 105, 102720 (2022)

    Article  Google Scholar 

  51. Kang, J., An, D., Yan, L., & Liu, M. (2019). Collaborative Problem-Solving Process in a Science Serious Game: Exploring Group Action Similarity Trajectory. International Educational Data Mining Society, 12th, Montreal, Canada, Jul 2–5.

  52. Kelly, T.L.: The selection of upper and lower groups for the validation of testitems. J. Educ. Psychol. 30, 17–24 (1939)

    Article  Google Scholar 

  53. Keller, J.M.: Development and use of the ARCS model of instructional design. J. Instr. Dev. 10(3), 2–10 (1987)

    Article  MathSciNet  Google Scholar 

  54. Kirschner, P.A., Sweller, J., Kirschner, F., Zambrano, R., J.: From cognitive load theory to collaborative cognitive load theory. Int. J. Comput.-Support. Collab. Learn. 13(2), 213–233 (2018)

    Article  PubMed  PubMed Central  Google Scholar 

  55. Klaczynski, P.A., Byrnes, J.P., Jacobs, J.E.: Introduction to the special issue: The development of decision making. J. Appl. Dev. Psychol. 22(3), 225–236 (2001)

    Article  Google Scholar 

  56. Kocher, M., Strauß, S., Sutter, M.: Individual or team decision-making—causes and consequences of self-selection. Games Econom. Behav. 56(2), 259–270 (2006)

    Article  MathSciNet  Google Scholar 

  57. Kuo, Y.C., Walker, A.E., Belland, B.R., Schroder, K.E., Kuo, Y.T.: A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning 15(1), 161–181 (2014)

    Article  Google Scholar 

  58. Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., Petridis, P.: Essential features of serious games design in higher education: Linking learning attributes to game mechanics. Br. J. Edu. Technol. 48(4), 972–994 (2017)

    Article  Google Scholar 

  59. Lin, P.C., Hou, H.T., Wu, S.Y., Chang, K.E.: Exploring college students’ cognitive processing patterns during a collaborative problem-solving teaching activity integrating Facebook discussion and simulation tools. The Internet and Higher Education 22, 51–56 (2014)

    Article  Google Scholar 

  60. Lin, Y. C., & Hou, H. T. (2023). Designing a Strategic Analysis and Planning Skills Training Board Game Using Mobile Technology and a Dual-Scaffolding Mechanism. The Asia-Pacific Education Researcher, 1–15.

  61. Luin, B., & Brcko, T. (2016). Framework for simulation of collision avoidance strategies. In 24th International Symposium on Electronics in Transport ISEP Ljubljana, Slovenia.

  62. Maheu-Cadotte, M. A., Cossette, S., Dubé, V., Fontaine, G., Mailhot, T., Lavoie, P., ... & Mathieu-Dupuis, G. (2018). Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol. BMJ open, 8(3), e019871.

  63. Maryam, B., Sören, H., Gunilla, L.: Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Educ. J. 48(1), 79–92 (2020)

    Article  Google Scholar 

  64. Mayer, R.E., Johnson, C.I.: Adding instructional features that promote learning in a game-like environment. Journal of Educational Computing Research 42(3), 241–265 (2010)

    Article  Google Scholar 

  65. Mayer, R.E.: Introduction to multimedia learning. In: Mayer, R.E. (ed.) The Cambridge handbook of multimedia learning, pp. 1–24. Cambridge University Press, New York, NY (2014)

    Chapter  Google Scholar 

  66. Moreland, R. L., Levine, J. M., & Wingert, M. L. (2013). Creating the ideal group: composition effects at work. In: E. H. Witte & J. H. Davis (Eds.), Understanding group behavior: small group process and interpersonal relations (Vol. 2, pp. 11–35). Psychology Press.

  67. Morgan, P.M., Tindale, R.S.: Group vs individual performance in mixed-motive situations: Exploring an inconsistency. Organ. Behav. Hum. Decis. Process. 87(1), 44–65 (2002)

    Article  Google Scholar 

  68. Molenaar, I., van Boxtel, C.A.M., Sleegers, P.J.C.: The effects of scaffolding metacognitive activities in small groups. Comput. Hum. Behav. 26(6), 1727–1738 (2010)

    Article  Google Scholar 

  69. Plass, J.L., Homer, B.D., Kinzer, C.K.: Foundations of game-based learning. Educational psychologist 50(4), 258–283 (2015)

    Google Scholar 

  70. Plisorn, W., & Piriyasurawong, P. (2019). Model of intelligent cloud learning system to develop digital literacy and collaborative learning skills. วารสาร วิชาการ พระจอมเกล้า พระนครเหนือ, 29(3), 518–526.

  71. Ramírez, E., Ortega, A.R., Del Paso, G.A.R.: Anxiety, attention, and decision making: The moderating role of heart rate variability. Int. J. Psychophysiol. 98(3), 490–496 (2015)

    Article  PubMed  Google Scholar 

  72. Rivera-Vargas, P., Anderson, T., Cano, C.A.: Exploring students’ learning experience in online education: analysis and improvement proposals based on the case of a Spanish open learning university. Education Tech. Research Dev. 69(6), 3367–3389 (2021)

    Article  Google Scholar 

  73. Russell, D., & Laffey, J. M. (2016). Handbook of Research on Gaming Trends in P-12 Education: Vol. i (1st ed.). IGI Global.

  74. Roungas, B., & Meijer, S. (2020, November). Towards the Management and Dissemination of Knowledge from Gaming Simulations. In Joint International Conference on Serious Games (pp. 276–288). Springer, Cham.

  75. Sun, C., Shute, V.J., Stewart, A.E., Beck-White, Q., Reinhardt, C.R., Zhou, G., Duran, N., D’Mello, S.K.: The relationship between collaborative problem solving behaviors and solution outcomes in a game-based learning environment. Comput. Hum. Behav. 128, 107120 (2022)

    Article  Google Scholar 

  76. Tapingkae, P., Panjaburee, P., Hwang, G.J., Srisawasdi, N.: Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Comput. Educ. 159, 103998 (2020)

    Article  Google Scholar 

  77. Türkistanli, T.T., Kuleyin, B.: Game-based learning for better decision-making: A collision prevention training for maritime transportation engineering students. Comput. Appl. Eng. Educ. 30(3), 917–933 (2022)

    Article  Google Scholar 

  78. Verkijika, S.F., De Wet, L.: Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Comput. Educ. 81, 113–122 (2015)

    Article  Google Scholar 

  79. Vermillion, S. D., Malak, R. J., Smallman, R., Becker, B., Sferra, M., & Fields, S. (2017). An investigation on using serious gaming to study human decision-making in engineering contexts. Design Science, 3.

  80. Vosniadou, S. (2001). Conceptual change research and the teaching of science. In Research in science education-past, present, and future (pp. 177–188). Springer, Dordrecht.

  81. Vygotsky, L.: Interaction between learning and development. Read. Dev. Child. 23(3), 34–41 (1978)

    Google Scholar 

  82. Wang, L.C., Chen, M.P.: The effects of game strategy and preference-matching on flow experience and programming performance in game-based learning. Innov. Educ. Teach. Int. 47(1), 39–52 (2010)

    Article  Google Scholar 

  83. Wang, X., Goh, D.H.L., Lim, E.P.: Understanding Continuance Intention toward Crowdsourcing Games: A Longitudinal Investigation. International Journal of Human-Computer Interaction 36(12), 1168–1177 (2020)

    Article  Google Scholar 

  84. Weinberger, A., Stegmann, K., Fischer, F.: Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Comput. Hum. Behav. 26, 506–515 (2010)

    Article  Google Scholar 

  85. Wishart, J.M., Oades, C.E., Morris, M.: Using online role play to teach internet safety awareness. Comput. Educ. 48(3), 460–473 (2007)

    Article  Google Scholar 

  86. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. journal of Child Psychology and Psychiatry, 17, 89—100.

  87. Yang, J.C., Lin, M.Y.D., Chen, S.Y.: Effects of anxiety levels on learning performance and gaming performance in digital game-based learning. J. Comput. Assist. Learn. 34(3), 324–334 (2018)

    Article  Google Scholar 

  88. Yang, Y. F., Goh, A. P., Hong, Y. C., & Chen, N. S. (2021). Primary school students’ foreign language anxiety in collaborative and individual digital game-based learning. Computer Assisted Language Learning, 1–21.

  89. Young, M.F., Slota, S., Cutter, A.B., Jalette, G., Mullin, G., Lai, B., et al.: Our princess is in another castle: a review of trends in serious gaming for education. Rev. Educ. Res. 82, 61–89 (2012)

    Article  Google Scholar 

  90. Zhang, M., Quintana, C.: Scaffolding strategies for supporting middle school students’ online inquiry processes. Comput. Educ. 58(1), 181–196 (2012)

    Article  Google Scholar 

Download references

Funding

This research was supported by the projects from the US Air Force Office of Scientific Research (AFOSR) project (20IOA038) and the Ministry of Science and Technology, Taiwan, under contract number MOST-110–2511-H-011-004-MY3 and MOST-111–2410-H-011-004-MY3.

Author information

Authors and Affiliations

  1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Address: #43 Keelung Road, Sect. 4, Taipei, Taiwan

    Chih-Chen Kuo & Huei-Tse Hou

  2. Empower Vocational Education Research Center, National Taiwan University of Science and Technology, Address: #43 Keelung Road, Sect. 4, Taipei, Taiwan

    Huei-Tse Hou

Authors
  1. Chih-Chen Kuo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Huei-Tse Hou
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

Chih-Chen Kuo helped in formal analysis, investigation, and writing— original draft. Huei-Tse Hou* worked in supervision, conceptualization, methodology, and writing—reviewing and editing.

Corresponding author

Correspondence to Huei-Tse Hou.

Ethics declarations

Conflict of interests

The authors declare no competing interests.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kuo, CC., Hou, HT. Game-based collaborative decision-making training: a framework and behavior analysis for a remote collaborative decision-making skill training game using multidimensional scaffolding. Univ Access Inf Soc (2024). https://doi.org/10.1007/s10209-024-01103-4

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s10209-024-01103-4

Keywords

Search

Navigation