Emotional and Cognitive Effects of Learning with Computer Simulations and Computer Videogames

Autor/inn/en	Magana, Alejandra J.; Hwang, Jisoo; Feng, Shi; Rebello, Sanjay; Zu, Tianlong; Kao, Dominic
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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