Using applied cognitive load theory and difficulty analysis for educational game design for understanding and transference of literacy skills in adults

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

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Instructional Game Design Using Cognitive Load Theory

Instructional Design ◽

10.4018/978-1-60960-503-2.ch707 ◽

2011 ◽

pp. 1586-1606

Author(s):

Wenhao David Huang ◽

Tristan Johnson

Keyword(s):

Cognitive Load ◽

Game Design ◽

Cognitive Load Theory ◽

Learning Experience ◽

Cognitive Learning ◽

Learning Outcome ◽

Design Guidelines ◽

Design Framework ◽

Instructional Efficiency ◽

Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

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Utilizing Cognitive Load Theory and Evidence-Centered Design to Inform the Design of Game-Based Learning Environments

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181320641192 ◽

2020 ◽

Vol 64 (1) ◽

pp. 826-830

Author(s):

Dolly Bounajim ◽

Arif Rachmatullah ◽

Danielle Boulden ◽

Bradford Mott ◽

James Lester ◽

...

Keyword(s):

Cognitive Load ◽

Game Design ◽

Cognitive Load Theory ◽

Assessment Tool ◽

Intelligent Tutoring System ◽

Diagnostic Tools ◽

Game Based Learning ◽

Load Theory ◽

Assessment Design ◽

Stealth Assessment

Digital game-based learning (DGBL) environments are increasingly utilized to facilitate classroom instruction. For the game in our study, a formative stealth assessment tool, in the form of an intelligent tutoring system (ITS) is guided by evidence-centered assessment design (ECD). Cognitive Load Theory and ECD are utilized as diagnostic tools to analyze upsurges in hints delivered by the ITS and inform game design revisions that will promote improved learner support and learning outcomes.

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Cognitive Load Theory

10.1017/cbo9780511844744 ◽

2009 ◽

Cited By ~ 150

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Load Theory

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Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.109 ◽

2002 ◽

Vol 49 (2) ◽

pp. 109-119 ◽

Cited By ~ 120

Author(s):

Roland Brünken ◽

Susan Steinbacher ◽

Jan L. Plass ◽

Detlev Leutner

Keyword(s):

Cognitive Load ◽

Dual Task ◽

Cognitive Load Theory ◽

Multimedia Learning ◽

Learning Systems ◽

Learning Materials ◽

New Approach ◽

Direct Assessment ◽

Load Theory ◽

Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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