Paper Title
Exploring The Effects of Scaffolding Theory in Game-Based Subject Learning

Abstract
The study of science is underscored by learners' active observation and verifying hypothesis through exploratory activities. Game-based learning provides learning opportunities for exploration and hands-on experience, where learners can gradually validate the concepts learned by completing tasks in a game. The use of scaffolding to assist learners in an interactive learning environment may enhance students' understanding of biological science concepts. This study used the scaffolding theory as a complementary assistance to game-based learning, targeting seventh-grade students learning the human circulatory system. Its effects on the subjects' learning achievement, cognitive load and self-regulated learning were analyzed to examine the value of using scaffolding theory in game-based learning. The study found that scaffolding-assisted game-based learning had a positive impact on learning achievements and effectively reduced learners' cognitive load. The scaffolding support was observed to help learners think about the key content of a task by activating their prior knowledge and encouraging them to connect the old and new learning experience to effectively achieve the end goal of a game. Keywords - Scaffolding Theory, Digital game-based learning, Cognitive load, Achievement