Gamified scaffolding in formal education: A scoping review

Abstract

Prior reviews that investigated scaffolding in games concluded that combining game-based learning with scaffolding can support learning. Less emphasis has been placed on determining which motivational affordances would specifically contribute to and support scaffolding in a gamified learning environment. This scoping review aims to determine which motivational affordances have been utilised to scaffold learning in a digital learning environment. Results show that effective implementation of all elements of scaffolding in gamified digital environments remains challenging, specifically the fading of support. Results also show that feedback as motivational affordance is utilised more often compared to the more commonly implemented affordances such as points, badges and leaderboards. More careful consideration in the design of the gamified scaffold to calibrate and fade the support is required and more longitudinal empirical studies with rigorous methodologies and larger sample sizes would offer greater insight into the intricate interweaving of gamification and scaffolding.