Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences

By Sarit Barzilai, Ina Blau. Comput. Educ., 2014

358 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/3222d8d7d2b497c2d85da5b0ce83763d0d2dc435

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Sumedha Chauhan

In Developmental and Educational Psychology

1. Orit Avdiel
2. Tamar Shamir-Inbal
3. Sumedha Chauhan
4. Ina Blau

Citations in the corpus

• How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, background): “…of the material studied (Baturay, 2011), the clarity of the digital learning environment's design (Blau & Shamir-Inbal, 2018), gami fi cation (Barzilai & Blau, 2014), and adapting learning (visual/verbal/the combination of both) to learners' preferences and needs (Eom, Wen, & Ashill, 2006).”
• A meta-analysis of the impact of technology on learning effectiveness of elementary students (2017, background): “…there are a number of recent studies in which experimental group of elementary students were free to learn electronically at unrestricted places (Kalelioğlu, 2015; Zheng & Warschauer, 2015; Barzilai & Blau, 2014; Hansen, Koudenburg, Hiersemann, Tellegen, Kocsev, & Postmes, 2012; Aksoy, 2012).”