Designing a board game-based learning activity with the reading pen technology and contextual scaffolding for older adults with visual impairment

This study aimed to use a game-based learning (GBL) module with contextual scaffolding and reading pen technology for older adults with visually impairments (VI) to assist them in learning travel knowledge and related skills. This study applied a quasi-experimental design to investigate participants’ learning effectiveness, motivation, flow state, and behavior patterns. Correlations between the experimental group’s learning effectiveness, motivation, and flow state were also investigated. We recruited 32 older adults with VI with an average age of 65 years old. This study used the Treasure Taiwan Board Game with contextual scaffolding comprised of two gameplay. The first was a collaboration game; the second was an intergroup competitive game. The results revealed that the GBL module with the contextual scaffolding mechanism could facilitate participants’ learning effectiveness, motivation, and flow state. The correlation analysis showed that more active task engagement was associated with higher learning motivation. In the first gameplay, the results of the sequential analysis indicated that collaborative discussions and interpersonal interactions led to positive emotional behaviors. Furthermore, the reading pen scaffolding enhanced overall learning effectiveness. In the second gameplay, the inter-group competition mechanism promoted actively utilizing reading pens for learning knowledge, peer interaction, and group interaction. Additionally, it facilitated active thinking and strategic adjustment among groups.