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Abstract Background Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta‐analytic work has also identified that little research directly compares learning with videogames and learning with simulations. Objectives This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges. Methods Participants were randomly assigned to either an intervention using a computer simulation for inquiry‐based learning or a computer videogame for game‐based learning. Their learning gains, self‐reported emotional state and experienced cognitive load were recorded. Results We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game‐based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task‐unrelated thoughts. Takeaways When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered.
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