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

ChiCheng Chang | Zendy; Clyde A. Warden | Zendy; Chaoyun Liang | Zendy; Guan-You Lin | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

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

Author(s) -

ChiCheng Chang,

Clyde A. Warden,

Chaoyun Liang,

Guan-You Lin

Publication year - 2018

Publication title -

australasian journal of educational technology

Language(s) - English

Resource type - Journals

eISSN - 1449-5554

pISSN - 1449-3098

DOI - 10.14742/ajet.2961

Subject(s) - cognitive load , game based learning , cognition , mathematics education , psychology , educational technology , flow (mathematics) , academic achievement , cognitive psychology , mathematics , geometry , neuroscience

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.

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research