The Relations of Interface Design of Digital Game-based Learning Systems to Flow Experience and Cognitive Load of Learners with Different Levels of Prior Knowledge—The Effects of the Five Dimensions of Interface Design, including System Features, Cognitive Support, Effectiveness, User Control, and Playfulness

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Proceeding > Item 987654321/98388

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/98388

Title:	The Relations of Interface Design of Digital Game-based Learning Systems to Flow Experience and Cognitive Load of Learners with Different Levels of Prior Knowledge—The Effects of the Five Dimensions of Interface Design, including System Features, Cognitive Support, Effectiveness, User Control, and Playfulness
Authors:	Shen, Chun-Yi;Chu, Hao-Ping
Contributors:	淡江大學教育科技學系
Date:	2014-06-26
Issue Date:	2014-07-25 11:13:45 (UTC+8)
Abstract:	Many studies have indicated interest in learning digital game-based learning has become an effective teaching strategies and teaching tools. In the past decades, empirical studies showed that digital game-based can enhance learners’ cognitive, affective and skills as learning objectives. Current research focused on how the new technology integrated into teaching strategies and teaching interest in digital learning system for the learners with different back-grounds and characteristics. Many studies have shown that learning process in which the flow experience for learning has a significant impact. In addition, re-searches have also pointed out that the multi-media materials presentation and system interface design will affect the learning of learners carrying out the ex-ternal and the proliferation of cognitive load. The excessive amount of cogni-tive load for learning will have a negative impact. Research indicates that learn-er’s prior knowledge and learning strategies to influence the flow of experience in the heart of learners, learning outcomes and cognitive load of the main fac-tors. Digital game-based system design includes the design of teaching content and system interface design. Previous studies have mostly concentrated on teaching the content of the application of the principles of instructional design. According to previous studies, the interface design of learning system will af-fect learner's learning, motivation, satisfaction, learning efficiency, and quality of interaction and so on. Therefore, the digital learning system interface design became an important factor toward learning. There are many studies have shown the system visibility, cognitive support, efficiency, user control, joyful-ness are the important aspects of learning system design. Some scholars have pointed out that the learning system in the interface design should not be as high as possible on each aspect. In other words, the system interface design and flow experience, cognitive load and the relationship between the effectiveness of learning is not a simple linear correlation curve but curvilinear correlations. But very little empirical research has done about what extent is the "moderate" or "best" design. In addition, for learners of different backgrounds should have different design. Therefore, the purpose of this study were to explore digital game-based mobile learning system visibility, cognitive support, efficiency, us-er-controlled, and joyfulness for different prior knowledge learners’ flow expe-rience, cognitive load and learning achievement.
Relation:	HCI International 2014, 12p.
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Proceeding

Files in This Item:

File	Description	Size	Format
HCI2014_Shen.pdf		265Kb	Adobe PDF	522	View/Open

Loading...