The Influence of Game Design on Attentional Allocation and Cognitive Resources Depletion

• In Event: Technology, Instruction, Cognition, Learning: Current Trends in Theory and Research

Abstract

By providing authentic learning environments, educational games on tablets can improve academic outcomes. The current study aims to enhance game-based learning with practical suggestions on designing more attractive and less cognitively taxing educational games. Data was collected using a Tobii eye-tracker and Flanker cognitive tasks. Results indicate that if attention is captured quickly, individuals will look at game-stimuli for a greater duration (i.e., greater sustained attention). Results demonstrate that playing complex games tax more cognitive resources. Thus, games should be developed with simple features so that players can deploy appropriate cognitive resources to effectively learn content.

Authors

• Yue Guo, The University of British Columbia

• Run Wen, McGill University

• Adam Kenneth Dubé, McGill University

• Heather Ann Pearson, McGill University