Blurring Design Boundaries Between Methods and Media in a Game-Based VR Learning Environment

• In Event: D&D- The Practice of Instructional Design (v)

Short Description

This study reports effects of game-based learning (i.e., method) on college students’ perceived cognitive loads upon participating in an instructional module delivered by a VR learning environment (i.e., media) for procedural learning. We found some game features could influence both Extraneous Cognitive Load and Germane Cognitive Load perceived by participants (n=131). Game Appeal and Intrinsic Cognitive Load were irrelevant in this study. Design boundaries between methods and media will be discussed based on our finding.

Authors

• Contributor: Laura Shackelford, University of Illinois at Urbana-Champaign

• Presenter: Wen-hao David Huang, University of Illinois at Urbana-Champaign

• Contributor: Cameron Merrill, University of Illinois at Urbana-Champaign

• Contributor: Danying Chen, University of Illinois at Urbana-Champaign

• Contributor: Alan Craig, University of Illinois at Urbana-Champaign