TY - JOUR
T1 - Emotional and cognitive effects of learning with computer simulations and computer videogames
AU - Magana, Alejandra J.
AU - Hwang, Jisoo
AU - Feng, Shi
AU - Rebello, Sanjay
AU - Zu, Tianlong
AU - Kao, Dominic
N1 - Publisher Copyright:
© 2022 John Wiley & Sons Ltd.
PY - 2022/6
Y1 - 2022/6
N2 - Background: Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta-analytic work has also identified that little research directly compares learning with videogames and learning with simulations. Objectives: This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges. Methods: Participants were randomly assigned to either an intervention using a computer simulation for inquiry-based learning or a computer videogame for game-based learning. Their learning gains, self-reported emotional state and experienced cognitive load were recorded. Results: We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game-based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task-unrelated thoughts. Takeaways: When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered.
AB - Background: Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta-analytic work has also identified that little research directly compares learning with videogames and learning with simulations. Objectives: This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges. Methods: Participants were randomly assigned to either an intervention using a computer simulation for inquiry-based learning or a computer videogame for game-based learning. Their learning gains, self-reported emotional state and experienced cognitive load were recorded. Results: We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game-based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task-unrelated thoughts. Takeaways: When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered.
KW - STEM learning
KW - cognitive load
KW - game-based learning
KW - inquiry-based learning
KW - learning emotions
KW - learning technologies
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U2 - 10.1111/jcal.12654
DO - 10.1111/jcal.12654
M3 - Article
AN - SCOPUS:85124585185
SN - 0266-4909
VL - 38
SP - 875
EP - 891
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
IS - 3
ER -