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

Chi Cheng Chang, Clyde A. Warden, Chaoyun Liang, Guan You Lin

Research output: Contribution to journalArticle

2 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)155-167
Number of pages13
JournalAustralasian Journal of Educational Technology
Volume34
Issue number4
DOIs
Publication statusPublished - 2018 Jan 1

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learning
student
cognitive theory
multimedia
Taiwan
Group

ASJC Scopus subject areas

  • Education

Cite this

Effects of digital game-based learning on achievement, flow and overall cognitive load. / Chang, Chi Cheng; Warden, Clyde A.; Liang, Chaoyun; Lin, Guan You.

In: Australasian Journal of Educational Technology, Vol. 34, No. 4, 01.01.2018, p. 155-167.

Research output: Contribution to journalArticle

Chang, Chi Cheng ; Warden, Clyde A. ; Liang, Chaoyun ; Lin, Guan You. / Effects of digital game-based learning on achievement, flow and overall cognitive load. In: Australasian Journal of Educational Technology. 2018 ; Vol. 34, No. 4. pp. 155-167.
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