Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9203
Title: Learning in educational computer games for novices: the impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes
Authors: Schrader, Claudia
Bastiaens, Theo
Keywords: educational computer games
Issue Date: 2012
Citation: Schrader, C., & Bastiaens, Th. J. (2012). Learning in educational computer games for novices: the impact of implementation and delivery of support devices on virtual presence, cognitive load and learning outcomes. International Review of Research in Open and Distance Learning, 13(3).
Abstract: Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest) should be considered in future research.
URI: http://hdl.handle.net/1820/9203
Appears in Collections:1. T2 Publications, books and conference papers



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.