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Autor/inn/en | Magana, Alejandra J.; Hwang, Jisoo; Feng, Shi; Rebello, Sanjay; Zu, Tianlong; Kao, Dominic |
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Titel | Emotional and Cognitive Effects of Learning with Computer Simulations and Computer Videogames |
Quelle | In: Journal of Computer Assisted Learning, 38 (2022) 3, S.875-891 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Magana, Alejandra J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-4909 |
DOI | 10.1111/jcal.12654 |
Schlagwörter | Computer Simulation; Computer Games; Video Games; Inquiry; Active Learning; Game Based Learning; Psychological Patterns; Cognitive Processes; Difficulty Level; Learner Engagement; Technology Uses in Education; Multimedia Instruction; STEM Education; Energy Computergrafik; Computersimulation; Computer game; Computerspiel; Computerspiele; Video game; Videospiel; Videospiele; Aktives Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Multimediales Lernen; STEM; Energie |
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. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |