Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes

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...

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Autores principales:	Claudia Schrader, Theo Bastiaens
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	open learning e-learning educational computer games Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b11f3d15034f4518a6bed6ca50e2b608
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spelling	oai:doaj.org-article:b11f3d15034f4518a6bed6ca50e2b6082021-12-02T19:26:10ZLearning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes10.19173/irrodl.v13i3.11661492-3831https://doaj.org/article/b11f3d15034f4518a6bed6ca50e2b6082012-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1166https://doaj.org/toc/1492-3831Embedding 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. Claudia SchraderTheo BastiaensAthabasca University Pressarticleopen learninge-learningeducational computer gamesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 3 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning e-learning educational computer games Special aspects of education LC8-6691
spellingShingle	open learning e-learning educational computer games Special aspects of education LC8-6691 Claudia Schrader Theo Bastiaens Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
description	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.
format	article
author	Claudia Schrader Theo Bastiaens
author_facet	Claudia Schrader Theo Bastiaens
author_sort	Claudia Schrader
title	Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
title_short	Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
title_full	Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
title_fullStr	Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
title_full_unstemmed	Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes
title_sort	learning in educational computer games for novices: the impact of support provision types on virtual presence, cognitive load, and learning outcomes
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/b11f3d15034f4518a6bed6ca50e2b608
work_keys_str_mv	AT claudiaschrader learningineducationalcomputergamesfornovicestheimpactofsupportprovisiontypesonvirtualpresencecognitiveloadandlearningoutcomes AT theobastiaens learningineducationalcomputergamesfornovicestheimpactofsupportprovisiontypesonvirtualpresencecognitiveloadandlearningoutcomes
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Learning in educational computer games for novices: The impact of support provision types on virtual presence, cognitive load, and learning outcomes

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