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An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

Chih-Hung Lai, Chih-Ming Chu, Hsiang-Hsuan Liu, Shun-Bo Yang, Wei-Hsuan Chen
Copyright: © 2013 |Volume: 11 |Issue: 4 |Pages: 13
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781466635159|DOI: 10.4018/ijdet.2013100102
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MLA

Lai, Chih-Hung, et al. "An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load." IJDET vol.11, no.4 2013: pp.17-29. http://doi.org/10.4018/ijdet.2013100102

APA

Lai, C., Chu, C., Liu, H., Yang, S., & Chen, W. (2013). An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load. International Journal of Distance Education Technologies (IJDET), 11(4), 17-29. http://doi.org/10.4018/ijdet.2013100102

Chicago

Lai, Chih-Hung, et al. "An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load," International Journal of Distance Education Technologies (IJDET) 11, no.4: 17-29. http://doi.org/10.4018/ijdet.2013100102

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Abstract

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The effects of computer-assisted learning, computer games, and computer-assisted learning on the fifth-grade students are compared. The results showed that game-based learning is able to promote and achieve the same flow experience in games as well as increase the learners’ cognitive load. However, repeatedly using such software would not present significant difference on cognitive load.

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