Emotional and cognitive effects of learning with computer simulations and computer videogames

Alejandra J. Magana*, Jisoo Hwang, Shi Feng, Sanjay Rebello, Tianlong Zu, Dominic Kao

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)875-891
Number of pages17
JournalJournal of Computer Assisted Learning
Volume38
Issue number3
DOIs
StatePublished - Jun 2022

Keywords

  • STEM learning
  • cognitive load
  • game-based learning
  • inquiry-based learning
  • learning emotions
  • learning technologies

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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