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

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

doi:10.14742/ajet.2961

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

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

^*Corresponding author for this work

Department of Technology Application and Human Resource Development

Research output: Contribution to journal › Article › peer-review

69 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 language	English
Pages (from-to)	155-167
Number of pages	13
Journal	Australasian Journal of Educational Technology
Volume	34
Issue number	4
DOIs	https://doi.org/10.14742/ajet.2961
Publication status	Published - 2018

ASJC Scopus subject areas

Education

Access to Document

10.14742/ajet.2961

Cite this

@article{8ac388a665cb4f3a87b7b89ed26e6a21,

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

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.",

author = "Chang, {Chi Cheng} and Warden, {Clyde A.} and Chaoyun Liang and Lin, {Guan You}",

note = "Publisher Copyright: {\textcopyright} 2018.",

year = "2018",

doi = "10.14742/ajet.2961",

language = "English",

volume = "34",

pages = "155--167",

journal = "Australasian Journal of Educational Technology",

issn = "1449-5554",

publisher = "Australian Society for Educational Technology",

number = "4",

}

TY - JOUR

T1 - Effects of digital game-based learning on achievement, flow and overall cognitive load

AU - Chang, Chi Cheng

AU - Warden, Clyde A.

AU - Liang, Chaoyun

AU - Lin, Guan You

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=85053433429&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053433429&partnerID=8YFLogxK

U2 - 10.14742/ajet.2961

DO - 10.14742/ajet.2961

M3 - Article

AN - SCOPUS:85053433429

SN - 1449-5554

VL - 34

SP - 155

EP - 167

JO - Australasian Journal of Educational Technology

JF - Australasian Journal of Educational Technology

IS - 4

ER -

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

Abstract

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this