Digital Game-Based Learning Features: Effects on Students' Perceived Motivational Support and Cognitive Investment

Digital Game-Based Learning Features: Effects on Students' Perceived Motivational Support and Cognitive Investment

Angaliswaran Kumar (Universiti Malaysia Sabah, Malaysia), Kirthana Soundirapandian (Universiti Malaysia Sabah, Malaysia), Nor Huda Jaraime (Universiti Malaysia Sabah, Malaysia), Muralidharan Krishnan (Universiti Malaysia Sabah, Malaysia), Nurhafeezah Salwatul Alzah Juno (Universiti Malaysia Sabah, Malaysia) and Nurfaaiqa Atiqa Samsudin (Universiti Malaysia Sabah, Malaysia)
DOI: 10.4018/978-1-7998-4772-4.ch011

Abstract

Digital game-based learning (DGBL) enhances critical thinking and improves college students' commitment. This study seeks to inspect the effects of digital game-based learning features on student perceived motivational support and cognitive investment. Data was analyzed via multiple regression to assess the relationship between independent variables and dependent variables. Results revealed that students in UMSLIC were significantly affected by factors such as game structure, game involvement, game appeal, attention, relevance, satisfaction, and cognitive investment. What's more, game involvement and game appeal of DGBL shows that students are more interested. Furthermore, attractive graphics and animations make the students more interested to use DGBL. The game allows the students to roleplay, and the challenges make them fun and more interested throughout the game. It promotes the students to engage deeply in the playing process.
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This section describes on game structure, game involvement, game appeal, attention, relevance, confidence, cognitive investment, and satisfaction.

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