Instructional Game Design Using Cognitive Load Theory

Wenhao David Huang, Tristan Johnson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.
Original languageEnglish (US)
Title of host publicationHandbook of Research on Effective Electronic Gaming in Education
EditorsRichard E. Ferdig
PublisherIGI Global
Chapter66
Pages1143-1165
ISBN (Electronic)9781599048116
ISBN (Print)9781599048086
DOIs
StatePublished - 2009

Cite this

Huang, W. D., & Johnson, T. (2009). Instructional Game Design Using Cognitive Load Theory. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1143-1165). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch066