Author Information
Chen Kai Hung, National Taiwan University of Science and Technology, TaiwanJoni Tzuchen Tang, National Taiwan University of Science and Technology, Taiwan
Abstract
This study aims to develop a contextual digital puzzle game based on Gather Town to enhance junior high school students’ understanding of marine education, sustainable development, and localization through technology-enhanced learning. The game aligns with SDG 14 (Life Below Water) and addresses four major marine pollution issues: plastic waste, heavy metal contamination, deep-sea mining, and ocean noise. It also incorporates local topics such as the Yehliu Geopark and the restoration of oval squid, promoting interdisciplinary learning and cultural identity. The study further explores the impact of scaffolding strategies on students’ learning outcomes, focusing on three aspects: flow experience, technology acceptance, and learning effectiveness. A pre-test and post-test design was adopted to evaluate students’ knowledge acquisition and attitude shifts toward marine sustainability and local environmental issues. Participants included 93 seventh-grade students, divided into an experimental group (with scaffolding) and a control group (without scaffolding). Findings indicate that the Gather Town-based contextual puzzle game significantly improved students’ understanding of marine and local issues, and enhanced their flow experience and technology acceptance. Although both individual and collaborative learning groups showed significant gains across all variables, there were no notable differences between the two groups. Overall, the results demonstrate the educational potential of combining digital games with scaffolding theory for promoting sustainable and localized education. The study offers practical insights for future instructional design and the integration of game-based learning into issue-oriented curricula.
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