Promoting Motivational and Cognitive Learning Processes With Game Features: A Literature Review

• In Event: AERA Poster Session 9
  In Poster Session: Supporting Learning Through Fundamental Cognitive Processes

Abstract

In this literature review, I sought to demystify the roles that game features (e.g., rules/ goals, rewards, or narratives) played to promote motivational and cognitive learning processes in game-based learning. Following a systematic approach, I included 19 articles. Thematic analysis revealed three major themes. First, a joint game feature design can improve motivational and cognitive processes but the individual game feature’s effects are ambiguous. Second, although the evidence is elusive, narratives are widely adopted in game design to support motivation and cognition. Third, implementing learning support and feedback in game-based learning is trendy and proved effective; however, recent studies suggested mixed effects of learning support on cognition and no effects on intrinsic motivation. Implications and future research are discussed.

Author

• Chih-Pu Dai, Florida State University