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

Authors

  • Chi-Cheng Chang National Taiwan Normal University Department of Technology Application and Human Resource Development
  • Clyde A Warden
  • Chaoyun Liang
  • Guan-You Lin

DOI:

https://doi.org/10.14742/ajet.2961

Keywords:

Cognitive load, Computer-based learning, Flow experience, Game-based learning, Learning achievement

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.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Downloads

Published

2018-09-16

How to Cite

Chang, C.-C., Warden, C. A., Liang, C., & Lin, G.-Y. (2018). Effects of digital game-based learning on achievement, flow and overall cognitive load. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.2961

Issue

Vol. 34 No. 4 (2018): AJET

Section

Articles

License

Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.

This copyright notice applies to articles published in AJET volumes 36 onwards. Please read about the copyright notices for previous volumes under Journal History.