Learning in educational computer games for novices: the impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes

Theo Bastiaens, Claudia Schrader

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest) should be considered in future research.
    Original languageEnglish
    Pages (from-to)206-227
    Number of pages22
    JournalThe International Review of Research in Open and Distance Learning (IRRODL)
    Volume13
    Issue number3
    DOIs
    Publication statusPublished - Jun 2012

    Keywords

    • educational computer games

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