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

Year: 2018

Type: article

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.

Source: Australasian Journal of Educational Technology

DOI: 10.14742/ajet.2961

Authors: Chi-Cheng Chang, Clyde A Warden, Chaoyun Liang, Guan-You Lin

Institutions: National Taiwan Normal University, National Chung Hsing University, National Taiwan University

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

OpenAlex ID: W2884085252

FWCI: 11.29

Cites: 49

Cited by: 104

Related to: 10