The relationship among gameplay self-efficacy, gameplay interest, cognitive load, and self-confidence enhancement in geography board games

This study explored the integration of geography board games into a world geography curriculum. Through this game, students’ gameplay self-efficacy, gameplay interest, cognitive load, and self-confidence were evaluated. This study collected 149 valid data to test the reliability and validity, and VirtualPLS statistical software was employed. The study results demonstrated that in the context of geography board games, gameplay self-efficacy were positively correlated with gameplay interest and negatively correlated with cognitive load. Additionally, gameplay interest in geography board games was found to effectively improve self-confidence. The study results indicate that well-designed learning content enables learners’ knowledge gains and gives them the chance to review the content during the process of playing.