Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness

2017 ◽  
Vol 71 ◽  
pp. 218-227 ◽  
Author(s):  
Chi-Cheng Chang ◽  
Chaoyun Liang ◽  
Pao-Nan Chou ◽  
Guan-You Lin
Keyword(s):  
Cognitive Load ◽  
Media Richness ◽  
Flow Experience ◽  
Game Based Learning

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

2013 ◽  
Vol 11 (4) ◽  
pp. 17-29 ◽  
Author(s):  
Chih-Hung Lai ◽  
Chih-Ming Chu ◽  
Hsiang-Hsuan Liu ◽  
Shun-Bo Yang ◽  
Wei-Hsuan Chen
Keyword(s):  
Cognitive Load ◽  
Computer Games ◽  
Fifth Grade ◽  
Computer Assisted ◽  
Flow Experience ◽  
Digital Learning ◽  
Game Based Learning ◽  
Computer Assisted Learning ◽  
Fifth Grade Students ◽  
Significant Difference

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The effects of computer-assisted learning, computer games, and computer-assisted learning on the fifth-grade students are compared. The results showed that game-based learning is able to promote and achieve the same flow experience in games as well as increase the learners’ cognitive load. However, repeatedly using such software would not present significant difference on cognitive load.

scholarly journals Effects of the Use of CDIO Engineering Design in a Flipped Programming Course on Flow Experience, Cognitive Load

2021 ◽  
Vol 13 (3) ◽  
pp. 1381
Author(s):  
Hua-Xu Zhong ◽  
Po-Sheng Chiu ◽  
Chin-Feng Lai
Keyword(s):  
Cognitive Load ◽  
Engineering Design ◽  
Teaching Method ◽  
Design Method ◽  
First Year ◽  
Flow Experience ◽  
Game Based Learning ◽  
Nonequivalent Groups ◽  
Post Test ◽  
And Gender

The flipped teaching method has become increasingly mature and critical. Previous flow experience studies have concentrated on game-based learning, and cognitive load studies have concentrated on different types of teaching materials (e.g., video). Due to the characteristic differences between problem-based learning and the Conceive, Design, Implement, Operate (CDIO) engineering design, the authors were interested in applying the CDIO engineering design to the flipped programming course. This study was proposed to measure students’ cognitive load and flow experience by using CDIO engineering design in the flipped programming course, which used a one-group pretest–post-test nonequivalent-groups design method for 16 weeks. This study recruited 40 college students (males = 14, females = 26) who were first-year freshmen attending a university as its subjects. The results indicate that the students showed no significant improvement between cognitive load and gender difference in cognitive load and flow experience, but that they significantly improved some dimensions of flow experience. This study provides implications and evidence related to applying the CDIO engineering design in flipped programming courses.

scholarly journals Quantitative Influence and Performance Analysis of VR Laparoscopic Surgical Training System

2021 ◽  
Author(s):  
Peng Yu ◽  
Junjun Pan ◽  
Zhaoxue Wang ◽  
Yang Shen ◽  
Jialun Li ◽  
...  
Keyword(s):  
Medical Students ◽  
Performance Analysis ◽  
Cognitive Load ◽  
Surgical Training ◽  
Clinical Education ◽  
Training System ◽  
Physiological Data ◽  
Flow Experience ◽  
And Performance ◽  
Quantitative Influence

Abstract Background VR surgery training becomes a trend in clinical education. Many research papers validate the effectiveness of VR based surgical simulators in training surgeons. However, most existing papers employ subjective methods to study the residents’ surgical skills improvement. Few of them investigates how to substantially improve the surgery skills on specific dimensions.Methods In this paper, we resort to physiological approaches to objectively research quantitative influence and performance analysis of VR laparoscopic surgical training system for medical students. 41 participants were recruited from a pool of medical students. They conducted four pre and post experiments in the training box. In the middle of pre and post experiments, they were trained on VR laparoscopic surgery simulators (VRLS). When conducting pre and post experiments, their operation process and physiological data (heart rate and electroencephalogram) are recorded. Their performance is graded by senior surgeons using newly designed hybrid standards for fundamental tasks and GOALS standards for colon resection tasks. Finally, the participants were required to fill the questionnaires about their cognitive load and flow experience.Results The results show that the VRLS could highly improve medical students' performance (p < 0.01) especially in depth perception and enable the participants to obtain flow experience with a lower cognitive load.Conclusion The performance of participants is negatively correlated with cognitive load through quantitatively physiological analysis. This might provide a new way of assessing skill acquirement.

Evaluating and Managing Cognitive Load in Games

2009 ◽  
pp. 719-737 ◽  
Author(s):  
Slava Kalyuga ◽  
Jan L. Plass
Keyword(s):  
Cognitive Load ◽  
Rating Scales ◽  
Educational Games ◽  
Cognitive Architecture ◽  
Human Mind ◽  
Subjective Rating ◽  
Cognitive Resources ◽  
Verbal Protocols ◽  
Game Based Learning ◽  
Cognitive Limitations

This chapter provides an overview of our cognitive architecture and its implications for the design of game-based learning environments. Design of educational technologies should take into account how the human mind works and what its cognitive limitations are. Processing limitations of working memory, which becomes overloaded if more than a few chunks of information are processed simultaneously, represent a major factor influencing the effectiveness of learning in educational games. The chapter describes different types and sources of cognitive load and the specific demands of games on cognitive resources. It outlines information presentation design methods for dealing with potential cognitive overload, and presents some techniques (subjective rating scales, dual-task techniques, and concurrent verbal protocols) that could be used for evaluating cognitive load in electronic gaming in education.

scholarly journals Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

2016 ◽  
Vol 48 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Jean-Nicolas Proulx ◽  
Margarida Romero ◽  
Sylvester Arnab
Keyword(s):  
Psychological Factors ◽  
Digital Games ◽  
Self Determination Theory ◽  
Self Determination ◽  
Flow Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Levels ◽  
Mapping Model ◽  
Game Mechanics

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

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