Effects of digital game-based learning on achievement, flow and overall cognitive load

Chi‐Cheng Chang · Clyde A. Warden · Chaoyun Liang · Guan-You Lin

104 citations0/0 files storedAustralasian Journal of Educational Technology

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Educational Games and Gamification Visual and Cognitive Learning Processes Flow Experience in Various Fields

Abstract

The purpose of this study was to examine differences in learning achievement, flow, and overall cognitive load between digital game-based learning (DGBL) and traditional computer-based learning (CBL). This study was conducted with 103 Taiwan college students: 50 college students in the experimental group used DGBL; 53 students in the control group used CBL. Results show the DGBL participants displayed significantly better learning achievement, flow, and lower cognitive load compared to the CBL participants. Learning achievement and flow exhibit a positive correlation, while negatively correlating with overall cognitive load. These results align with the existing research concepts of flow theory, cognitive theory of multimedia learning, and cognitive load theory.

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References

2010Development and Distortion of Malaysian Public- Private Partnerships: Patronage, Privatised Profits and Pitfalls DOI: 10.1111/j.1467- 8500.2009.00655.x 2011Cognitive Load Theory 2003Cognitive Load Theory and Instructional Design: Recent Developments 2003Cognitive Load Measurement as a Means to Advance Cognitive Load Theory 2010Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load 2014Cognitive Theory of Multimedia Learning 2008Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation 2005Cognitive Theory of Multimedia Learning

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