Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness

• Published in: Computers in human behavior Vol. 71; pp. 218 - 227
• Main Authors: Chang, Chi-Cheng, Liang, Chaoyun, Chou, Pao-Nan, Lin, Guan-You
• Format: Journal Article
• Language: English
• Published: Elmsford Elsevier Ltd 01.06.2017; Elsevier Science Ltd
• Subjects: Cognitive ability; Cognitive load; Computer & video games; Flow experience; Game-based learning; Learning; Loads (forces); Media richness; Multimedia; Stability; Students; Studies; Teachers; University students; Cognitive load; Media richness; Flow experience; Game-based learning
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2017.01.031

The study examined differences on flow experiences and different kinds of cognitive loads (intrinsic, extraneous, and germane cognitive loads) between game-based learning and non-game-based learning groups. Participants were students of two classes taking a general education course, named Life and Technology, in a university. There were a total of 103 participants in the experiment: 50 students in one class (experimental group) used game-based learning materials; 53 students in the other class (control group) used non-game-based learning materials (webpage-based learning material). The results revealed that the game-based learning group significantly created more flow experiences than the non-game-based learning group (p < 0.01). The game-based learning group were significantly more interested, concentrated and able to control over their learning than the non-game-based learning group (p < 0.05). The game-based learning group had significantly lower extraneous cognitive loads (p < 0.05) and higher germane cognitive loads than the non-game-based learning group (p < 0.05). There were no significant differences in intrinsic cognitive loads between both groups. The relationships of flow experiences with intrinsic (r = −0.239; p < 0.05) and extraneous cognitive loads were negative (r = −0.337; p = <0.01). The relationship between flow experiences and germane cognitive loads was positive (r = 0.202; p < 0.05). Suggestions for educators, learners and future studies were also elaborated in the paper. •103 participants, 50 students in experimental group.•Game-based learning group significantly created more flow experiences.•Game-based learning group had significantly lower extraneous cognitive loads.•Flow experience is negatively correlated to intrinsic and extraneous cognitive loads.•Flow experience is positively correlated to germane cognitive load.