Article

Integrating scaffolds into goal-based scenarios: the case of an interactive game on biodiversity for children

Authors:

Johannes Strobel,

Einat IdanAuthors Info & Claims

IDC '06: Proceedings of the 2006 conference on Interaction design and children

Pages 37 - 39

https://doi.org/10.1145/1139073.1139087

Published: 07 June 2006 Publication History

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Abstract

In this paper, we describe the design of a goal-based problem solving oriented interactive game on biodiversity. The audience is children ranging from age 6 to 14. We focus in our paper especially on a) the instructional design of the game and b) the support structures. We differentiate between modeling, coaching, scaffolding, and general support structures and focus especially on the design of scaffolds that were integrated in order to provide learners with feedback, guidelines, and help structure.

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Cited By

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Hess JBeever JZoltowski CKisselburgh LBrightman A(2019)Enhancing engineering students' ethical reasoning: Situating reflexive principlism within the SIRA frameworkJournal of Engineering Education10.1002/jee.20249108:1(82-102)Online publication date: 26-Feb-2019
https://doi.org/10.1002/jee.20249
Kisselburgh LZoltowski CBeever JHess JKrane MBrightman A(2013)Using scaffolded, integrated, and reflexive analysis (SIRA) of cases in a cyber-enabled learning infrastructure to develop moral reasoning in engineering students2013 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2013.6685100(1561-1563)Online publication date: Oct-2013
https://doi.org/10.1109/FIE.2013.6685100

Index Terms

Integrating scaffolds into goal-based scenarios: the case of an interactive game on biodiversity for children
1. Human-centered computing
  1. Human computer interaction (HCI)

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Published In

IDC '06: Proceedings of the 2006 conference on Interaction design and children

June 2006

172 pages

ISBN:9781450378086

DOI:10.1145/1139073

Conference Chairs:
Kari-Jouko Räihä
University of Tampere
,
Johanna Höysniemi
University of Tampere

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 07 June 2006

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IDC06

IDC06: 5th International Conference on Interaction Design and Children

June 7 - 9, 2006

Tampere, Finland

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Overall Acceptance Rate 172 of 578 submissions, 30%

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Hess JBeever JZoltowski CKisselburgh LBrightman A(2019)Enhancing engineering students' ethical reasoning: Situating reflexive principlism within the SIRA frameworkJournal of Engineering Education10.1002/jee.20249108:1(82-102)Online publication date: 26-Feb-2019
https://doi.org/10.1002/jee.20249
Kisselburgh LZoltowski CBeever JHess JKrane MBrightman A(2013)Using scaffolded, integrated, and reflexive analysis (SIRA) of cases in a cyber-enabled learning infrastructure to develop moral reasoning in engineering students2013 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2013.6685100(1561-1563)Online publication date: Oct-2013
https://doi.org/10.1109/FIE.2013.6685100

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Recommendations

Integrating computer- and teacher-based scaffolds in science inquiry

Fostering self-regulated learning in a blended environment using group awareness and peer assistance as external scaffolds

Space Adventure Game-Based Learning: How Games and Scaffolds Affect Eighth Graders' Physics Learning and Game Immersion