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<p>The study combined the interactive mechanism of contextual conversation videos with a three-stage scaffolding strategy to develop an innovative game framework for distance communication training to promote the level of simulation and learning engagement in the training of communication and expression skills using <i>Gather Town</i> virtual space for higher education. It also investigates learners’ effectiveness, flow, anxiety, and acceptance. There was a total of 63 learners aged 20 years and above who participated in this study and were randomly assigned to an experimental group (a game with a situational video mechanism) and a control group (a game with a general case text). This study found that the experimental group had significantly higher flow and acceptance of the game than the control group, and the experimental group had significantly lower anxiety, which suggests that the scaffolding mechanism has a more significant effect on facilitating learners’ engagement and experience with the game.</p>

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Designing an online game-based learning framework with three-stage scaffolding interactive mechanism for communication skills training

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月9日

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  • Yen-Ting Ho,
  • Chih-Chung Chien,
  • Huei-Tse Hou

摘要

The study combined the interactive mechanism of contextual conversation videos with a three-stage scaffolding strategy to develop an innovative game framework for distance communication training to promote the level of simulation and learning engagement in the training of communication and expression skills using Gather Town virtual space for higher education. It also investigates learners’ effectiveness, flow, anxiety, and acceptance. There was a total of 63 learners aged 20 years and above who participated in this study and were randomly assigned to an experimental group (a game with a situational video mechanism) and a control group (a game with a general case text). This study found that the experimental group had significantly higher flow and acceptance of the game than the control group, and the experimental group had significantly lower anxiety, which suggests that the scaffolding mechanism has a more significant effect on facilitating learners’ engagement and experience with the game.