Digital Game-Based Learning Supports Student Motivation, Cognitive Success, and Performance Outcomes

Traditional multimedia learning is primarily based on the cognitive load concept of information processing theory. Recent digital game-based learning (DGBL) studies have focused on exploring content support for learning motivation and related game characteristics. Motivation, volition, and performance (MVP) theory indicates that cognitive load and learning motivation simultaneously influence performance. To provide efficient management of learning effectiveness by understanding the latent relationship among cognitive load, motivation, and performance, this study investigated 63 university students using an online game entitled “Operating a Small Factory in Computer-Aided Manufacturing” for 8 weeks. We collected data based using an instructional materials motivation survey, a cognitive load scale, and performance (skill and cognitive) scales. The data analysis results showed that motivation and cognitive load exhibited a significant canonical correlation with performance. This preliminary finding suggests that when designing DGBL, designers should increase motivation and germane cognitive load to enhance learning effectiveness. In addition, the attention component must be compromised. However, relevance, satisfaction, and confidence do not conflict. This study proposes an application of game characteristics to the attention, relevance, satisfaction, and confidence model, and integrated multimedia effects in using DGBL design methods.

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