Does Self-Regulated Support have a Positive Impact on Cognitive Load and Emotions in Game-based Learning?

• In Event: LED- Game Based Learning

Short Description

The purpose of this study is to examine the impact of self-regulated support types and task types in game-based learning (GBL) on students' cognitive load and emotions. In this study, we investigated the impact of three types of self-regulated message prompts (cognitive vs. motivational vs. no regulation) by the task types (understanding vs. applying vs. problem-solving) for college students on cognitive load and emotions using facial expressions and EEG analysis in GBL.

Authors

• Contributor: Eunbyul Yang, Chonnam National University

• Contributor: Robert Davis, Chonnam National University

• Contributor: Jeeheon Ryu, College of Education, Chonnam National University Gwangju, South Korea