Pacing in Serious Games
Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains
Bibliographic Data
| ID | 21629973 |
|---|---|
| Authors | Dominik Petko (0000-0003-1569-1302, University of Zurich, corresponding author), Regina Schmid (0000-0001-6001-2060, Schwyz University of Teacher Education), Andrea Cantieni (0000-0003-2626-4488, Schwyz University of Teacher Education) |
| Year | 2020 |
| Volume | 51 |
| Issue | 2 |
| Pages | 258-279 |
| Publication date | 2020-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Simulation & Gaming (JOURNAL) |
| Journal identifiers | ISSN: 1046-8781 • E-ISSN: 1552-826X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1046878120902502 |
| OpenAlex | W3005788922 |
| Language | EN |
| Citations received | 5 |
| References cited | 48 |
Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6 th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games
Cognition · Cognitive Load · Cognitive psychology · Game play · Multimedia · Computer Science · Creativity in Education and Neuroscience · Educational Games and Gamification · Psychology · Social Psychology · Visual and Cognitive Learning Processes
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| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |