The design and application of educational board games have been emphasized in game-based learning. The integration of educational board games and augmented reality (AR) can help provide extensive cognitive-scaffolding for learners. This study proposed a dual-scaffolding framework that integrated peer-scaffolding and cognitive-scaffolding for an AR educational board game. This study also conducted an empirical analysis to evaluate this framework. Forty-four college students participated in this study. The researchers investigated these learners’ flow, acceptance, and their collaborative learning behavioral patterns with the sequential analysis. Moreover, this study explored the correlation of flow and acceptance and investigated learners’ behavioral pattern differences between high collective flow groups and low collective flow groups (collective flow referred to the mean of flow from group members). The results showed that there was a positive correlation between learners’ flow and acceptance. These learners’ behavioral patterns also showed that both peer-scaffolding and cognitive-scaffolding facilitated their problem-solving process. Moreover, the study found that high collective flow groups had more reflection and analysis behaviors than low collective flow groups in game-based learning.

在基于游戏的学习中强调了教育棋盘游戏的设计和应用。教育棋盘游戏与增强现实（AR）的集成可以帮助为学习者提供广泛的认知支架。这项研究提出了一个双重脚手架框架，该框架将对等脚手架和认知脚手架整合在一起，用于AR教育桌游。这项研究还进行了实证分析，以评估该框架。四十四名大学生参加了这项研究。研究人员通过顺序分析调查了这些学习者的流量，接受程度及其协作学习行为模式。此外，这项研究探讨了流量和接受程度之间的关系，并研究了学习者在高集体流量组和低集体流量组之间的行为方式差异（集体流量指的是小组成员的平均流量）。结果表明，学习者的流量和接受程度之间存在正相关。这些学习者的行为模式还表明，同伴支架和认知支架都有助于他们解决问题的过程。此外，研究发现，在基于游戏的学习中，高集体流量群体比低集体流量群体具有更多的反思和分析行为。这些学习者的行为模式还表明，同伴支架和认知支架都有助于他们解决问题的过程。此外，研究发现，在基于游戏的学习中，高集体流量群体比低集体流量群体具有更多的反思和分析行为。这些学习者的行为模式还表明，同伴支架和认知支架都有助于他们解决问题的过程。此外，研究发现，在基于游戏的学习中，高集体流量群体比低集体流量群体具有更多的反思和分析行为。