Instructional Game Design Using Cognitive Load Theory

2009 ◽  
pp. 1143-1165 ◽  
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.

Instructional Game Design Using Cognitive Load Theory

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.

Is it Merely a Question of “What” to Prompt or Also “When” to Prompt?

2009 ◽  
Vol 23 (2) ◽  
pp. 105-115 ◽  
Author(s):  
Hubertina Thillmann ◽  
Josef Künsting ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Learning Outcome ◽  
Strategy Use ◽  
Self Regulated Learning ◽  
Load Theory ◽  
Process And Outcome ◽  
Regulated Learning ◽  
Presentation Time ◽  
Positive Effect

The purpose of this study was to investigate whether the effectiveness of prompts depends on their point of presentation time in self-regulated learning. First, based on the cognitive load theory, we investigated whether presenting prompts during the learning process instead of before has a positive effect on the process and outcome of self-regulated learning. Second, based on an integration of the cognitive load theory and a model of learning regulation goals, we investigated whether presenting prompts during learning and according to a theoretically optimal course of learning regulation has a positive effect on the process and outcome of self-regulated learning. In an experimental study with a one-factorial between-subjects design, with “point of presentation time of prompts” as independent variable and strategy use as well as learning outcome as dependent variables, 95 students were randomly assigned to one of three conditions. During self-regulated learning in a computer-based learning environment on a physics domain, all conditions got the same prompts, whereas their point of presentation time differed (according to optimal regulation course/contrary to optimal regulation course/before learning). Results revealed that presenting prompts during learning instead of before had a positive effect on learning outcome. Results further revealed that adapting the presentation of prompts according to an optimal course of learning regulation did not have an additional positive effect on learning outcome. A mediator analysis showed that the effect of point of presentation time of prompts on learning outcome was mediated by strategy use during learning. Results are discussed with respect to new directions for assessment and support of self-regulated learning.

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

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.

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

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
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.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory
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