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

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.

Development of simple kits (SK) refraction of light using photodiode sensors for student understanding

“…The students' physics learning outcomes can be increased using practical learning methods [11,12]. Then this is also in line with the results of cognitive tests, both pre-test, and posttest, the significant differences from the physics learning outcomes of students who follow the practicum learning method.…”

Costa Resiliente: A Serious Game Co-Designed to Foster Resilience Thinking

“…In the social experience dimension, participants showed some of the highest evaluations among the dimensions of the questionnaire, regardless of the modality used. However, a higher positive tendency was observed among those who used the video game, which may be related to the automation of the rules, which reduces the cognitive load of the game and encourages the emergence of emotions derived from the ludic proposal [57]. Finally, in the Support dimension, participants declared to have a positive perception regarding the support elements in the understanding of the rules and dynamics of the game, independent of the modality used.…”

Comparing drawing tasks and elaborate single-choice questions in simulation-based learning: how do they facilitate students’ conceptual understanding on chemical equilibria?

“…A considerable body of research engages with suitable instructional designs for simulation-based learning in science to foster conceptual understanding (e.g. Rutten et al, 2012;Smetana and Bell, 2012;Banda and Nzabahimana, 2021) and student engagement (D'Angelo et al, 2014;Magana et al, 2022) while dealing with the undisputed high cognitive load (Swaak et al, 1998;Paas et al, 2003).…”