Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness

The study examined differences on flow experiences and different kinds of cognitive loads (intrinsic, extraneous, and germane cognitive loads) between game-based learning and non-game-based learning groups. Participants were students of two classes taking a general education course, named Life and Technology, in a university. There were a total of 103 participants in the experiment: 50 students in one class (experimental group) used game-based learning materials; 53 students in the other class (control group) used non-game-based learning materials (webpage-based learning material). The results revealed that the game-based learning group significantly created more flow experiences than the non-game-based learning group (p<0.01). The game-based learning group were significantly more interested, concentrated and able to control over their learning than the non-game-based learning group (p<0.05). The game-based learning group had significantly lower extraneous cognitive loads (p<0.05) and higher germane cognitive loads than the non-game-based learning group (p<0.05). There were no significant differences in intrinsic cognitive loads between both groups. The relationships of flow experiences with intrinsic (r=0.239; p<0.05) and extraneous cognitive loads were negative (r=0.337; p=<0.01). The relationship between flow experiences and germane cognitive loads was positive (r=0.202; p<0.05). Suggestions for educators, learners and future studies were also elaborated in the paper. 103 participants, 50 students in experimental group.Game-based learning group significantly created more flow experiences.Game-based learning group had significantly lower extraneous cognitive loads.Flow experience is negatively correlated to intrinsic and extraneous cognitive loads.Flow experience is positively correlated to germane cognitive load.

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