Measuring performance in leaning process of digital game-based learning and static E-learning
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Measuring performance in leaning process of digital game‑based learning and static E‑learning Chih‑Hung Wu1 · Yi‑Lin Tzeng1 · Yueh‑Min Huang2
© Association for Educational Communications and Technology 2020
Abstract This study investigated and compared the effectiveness of both digital game-based learning (DGBL) and static e-learning material for Newton’s laws of motion on students’ learning attention, affective experiences, cognitive load and academic achievement. Physiological signals and affective techniques were adopted to measure students’ learning affective states and cognitive load. After learning, a post-test was then conducted to discover the differences in academic achievement between DGBL and static e-learning. The results showed that the DGBL group displayed greater variance in positive emotion and attention than the traditional e-learning group during the learning process, as well as a greater cognitive load. Based on the timeline measurement of attention and positive emotion patterns in the DGBL and e-learning groups, the largest gap in both attention and positive emotion patterns was found when the DGBL group members were about to finish playing the game. The findings of this study revealed that emotional well-being and increased attention are the key advantages that DGBL learning provides when compared with traditional e-learning approaches. Keywords Affective computing technique · Digital game-based learning (DGBL) · Learning attention · Affective experiences · Cognitive load · Academic achievement · Physiological signal measurement · Learning performance
* Yueh‑Min Huang [email protected] Chih‑Hung Wu [email protected] Yi‑Lin Tzeng [email protected] 1
Department of Digital Content and Technology, National Taichung University of Education, Taichung City, Taiwan, ROC
2
Department of Enginering Science, National Cheng Kung University, Tainan City, Taiwan, ROC
13
Vol.:(0123456789)
C.-H. Wu et al.
Introduction Digital Game-Based Learning (DGBL) is an effective tool that can enhance learning experiences (Ak and Kutlu 2015; Connolly et al. 2007; Yeh et al. 2019) and increase student motivation (Liao et al. 2019; Papastergiou 2009). DGBL is defined as “the use of a computer game-based approach to deliver, support, and enhance teaching, learning, assessment, and evaluation” (Connolly et al. 2007; Vlachopoulos and Makri 2017). While it is also widely acknowledged that the use of games has educational advantages (Ak and Kutlu 2015; Lin and Hou 2015), and that they can be motivational and educationally effective, the empirical evidence to support this belief is still limited and contradictory (Marina 2009) despite the many studies that have investigated the effects of DGBL on learning and motivation (Chin et al. 2013; Erhel and Jamet 2013; Hess and Gunter 2013; Ke et al. 2015; Mayer et al. 2014). In addition, few studies have examined the effects of learner emotions on learning processes and outcomes (Um et al. 2007). Prior research has examined differences between the learn
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