Evaluating learners' motivational and cognitive processing in an online game-based learning environment

Research output: Contribution to journalArticle

Abstract

This paper describes the process and results of an evaluation on an online game-based learning environment (GBLE) by focusing on learners' motivational processing and cognitive processing. The goal is to explore how online GBLE might initiate and support learners' goal-setting activities and impact learners' cognitive loads. The study surveyed 144 undergraduate students after their autonomous participation in the online game available at the Nobel Prize Foundation website teaching the Heckscher-Ohlin Theory on international trade. Grounded in the integrative theory of motivation, volition, and performance (MVP), the evaluation indicated that participants felt significantly confident in learning the subject. The perceived satisfaction, however, was lower than the rest of motivational components possibly due to heavy cognitive processing. The finding of cognitive load reported that learners perceived a significantly higher level of intrinsic load than the germane load due to the novelty of the subject matter. Data analysis further indicated a significant canonical correlation between learners' motivational and cognitive processing. This particular finding could inform future research to investigate specific motivational processing components' effects on learners' cognitive load levels in online GBLEs.

Original languageEnglish (US)
Pages (from-to)694-704
Number of pages11
JournalComputers in Human Behavior
Volume27
Issue number2
DOIs
StatePublished - Mar 1 2011

Fingerprint

Learning
Processing
Nobel Prize
Motivation
Teaching
International trade
Students
Websites
Cognitive Processing
Learning Environment
Cognitive Load
Evaluation
International Trade
Novelty
Subject Matter
Undergraduate
Intrinsic
Participation
Volition
Web Sites

Keywords

  • Cognitive load
  • Game-based learning
  • Mental effort investment
  • Motivation

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Psychology(all)

Cite this

Evaluating learners' motivational and cognitive processing in an online game-based learning environment. / Huang, Wen-Hao.

In: Computers in Human Behavior, Vol. 27, No. 2, 01.03.2011, p. 694-704.

Research output: Contribution to journalArticle

@article{fe4bd0495b0348cb8d9c8d0a0b46e356,
title = "Evaluating learners' motivational and cognitive processing in an online game-based learning environment",
abstract = "This paper describes the process and results of an evaluation on an online game-based learning environment (GBLE) by focusing on learners' motivational processing and cognitive processing. The goal is to explore how online GBLE might initiate and support learners' goal-setting activities and impact learners' cognitive loads. The study surveyed 144 undergraduate students after their autonomous participation in the online game available at the Nobel Prize Foundation website teaching the Heckscher-Ohlin Theory on international trade. Grounded in the integrative theory of motivation, volition, and performance (MVP), the evaluation indicated that participants felt significantly confident in learning the subject. The perceived satisfaction, however, was lower than the rest of motivational components possibly due to heavy cognitive processing. The finding of cognitive load reported that learners perceived a significantly higher level of intrinsic load than the germane load due to the novelty of the subject matter. Data analysis further indicated a significant canonical correlation between learners' motivational and cognitive processing. This particular finding could inform future research to investigate specific motivational processing components' effects on learners' cognitive load levels in online GBLEs.",
keywords = "Cognitive load, Game-based learning, Mental effort investment, Motivation",
author = "Wen-Hao Huang",
year = "2011",
month = "3",
day = "1",
doi = "10.1016/j.chb.2010.07.021",
language = "English (US)",
volume = "27",
pages = "694--704",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Limited",
number = "2",

}

TY - JOUR

T1 - Evaluating learners' motivational and cognitive processing in an online game-based learning environment

AU - Huang, Wen-Hao

PY - 2011/3/1

Y1 - 2011/3/1

N2 - This paper describes the process and results of an evaluation on an online game-based learning environment (GBLE) by focusing on learners' motivational processing and cognitive processing. The goal is to explore how online GBLE might initiate and support learners' goal-setting activities and impact learners' cognitive loads. The study surveyed 144 undergraduate students after their autonomous participation in the online game available at the Nobel Prize Foundation website teaching the Heckscher-Ohlin Theory on international trade. Grounded in the integrative theory of motivation, volition, and performance (MVP), the evaluation indicated that participants felt significantly confident in learning the subject. The perceived satisfaction, however, was lower than the rest of motivational components possibly due to heavy cognitive processing. The finding of cognitive load reported that learners perceived a significantly higher level of intrinsic load than the germane load due to the novelty of the subject matter. Data analysis further indicated a significant canonical correlation between learners' motivational and cognitive processing. This particular finding could inform future research to investigate specific motivational processing components' effects on learners' cognitive load levels in online GBLEs.

AB - This paper describes the process and results of an evaluation on an online game-based learning environment (GBLE) by focusing on learners' motivational processing and cognitive processing. The goal is to explore how online GBLE might initiate and support learners' goal-setting activities and impact learners' cognitive loads. The study surveyed 144 undergraduate students after their autonomous participation in the online game available at the Nobel Prize Foundation website teaching the Heckscher-Ohlin Theory on international trade. Grounded in the integrative theory of motivation, volition, and performance (MVP), the evaluation indicated that participants felt significantly confident in learning the subject. The perceived satisfaction, however, was lower than the rest of motivational components possibly due to heavy cognitive processing. The finding of cognitive load reported that learners perceived a significantly higher level of intrinsic load than the germane load due to the novelty of the subject matter. Data analysis further indicated a significant canonical correlation between learners' motivational and cognitive processing. This particular finding could inform future research to investigate specific motivational processing components' effects on learners' cognitive load levels in online GBLEs.

KW - Cognitive load

KW - Game-based learning

KW - Mental effort investment

KW - Motivation

UR - http://www.scopus.com/inward/record.url?scp=79551501320&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79551501320&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2010.07.021

DO - 10.1016/j.chb.2010.07.021

M3 - Article

AN - SCOPUS:79551501320

VL - 27

SP - 694

EP - 704

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

IS - 2

ER -