Abstract
This study investigated how the use of an instructional video and collaboration influenced the learning achievement, intrinsic motivation, cognitive load, and learning behaviors of students learning Newtonian mechanics within a digital game-based learning (DGBL) environment. The participants were 109 seventh-grade students who were randomly assigned to one of four experimental groups, forming a 2 × 2 factorial design, with the presence or absence of an instructional video as one factor and collaboration as the other. With regard to learning achievement, the findings revealed a significant main interaction effect between the use of an instructional video and collaboration. While collaborative DGBL promoted intrinsic motivation, the results for cognitive load showed that the use of an instructional video in collaborative DGBL significantly reduced both intrinsic and extraneous cognitive loads. The implications for designing game-based science learning are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 43-55 |
| Number of pages | 13 |
| Journal | Computers and Education |
| Volume | 133 |
| DOIs | |
| Publication status | Published - 2019 May 1 |
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All Science Journal Classification (ASJC) codes
- Computer Science(all)
- Education
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The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. / Liao, Chin-Wen; Chen, Ching-Huei; Shih, Sie Jhih.
In: Computers and Education, Vol. 133, 01.05.2019, p. 43-55.Research output: Contribution to journal › Article
TY - JOUR
T1 - The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment
AU - Liao, Chin-Wen
AU - Chen, Ching-Huei
AU - Shih, Sie Jhih
PY - 2019/5/1
Y1 - 2019/5/1
N2 - This study investigated how the use of an instructional video and collaboration influenced the learning achievement, intrinsic motivation, cognitive load, and learning behaviors of students learning Newtonian mechanics within a digital game-based learning (DGBL) environment. The participants were 109 seventh-grade students who were randomly assigned to one of four experimental groups, forming a 2 × 2 factorial design, with the presence or absence of an instructional video as one factor and collaboration as the other. With regard to learning achievement, the findings revealed a significant main interaction effect between the use of an instructional video and collaboration. While collaborative DGBL promoted intrinsic motivation, the results for cognitive load showed that the use of an instructional video in collaborative DGBL significantly reduced both intrinsic and extraneous cognitive loads. The implications for designing game-based science learning are discussed.
AB - This study investigated how the use of an instructional video and collaboration influenced the learning achievement, intrinsic motivation, cognitive load, and learning behaviors of students learning Newtonian mechanics within a digital game-based learning (DGBL) environment. The participants were 109 seventh-grade students who were randomly assigned to one of four experimental groups, forming a 2 × 2 factorial design, with the presence or absence of an instructional video as one factor and collaboration as the other. With regard to learning achievement, the findings revealed a significant main interaction effect between the use of an instructional video and collaboration. While collaborative DGBL promoted intrinsic motivation, the results for cognitive load showed that the use of an instructional video in collaborative DGBL significantly reduced both intrinsic and extraneous cognitive loads. The implications for designing game-based science learning are discussed.
UR - http://www.scopus.com/inward/record.url?scp=85060572146&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060572146&partnerID=8YFLogxK
U2 - 10.1016/j.compedu.2019.01.013
DO - 10.1016/j.compedu.2019.01.013
M3 - Article
AN - SCOPUS:85060572146
VL - 133
SP - 43
EP - 55
JO - Computers and Education
JF - Computers and Education
SN - 0360-1315
ER -