Timing of Information Matters: Effects on Cognitive, Motivational, and Emotional Outcomes in Game-Based Learning (Poster 32)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning With Games and Virtual Reality

Abstract

Learning with games requires two types of information, namely domain-specific information, and game-specific information. Providing two types of information together may pose a heavy demand on learning. It is hypothesized that providing domain-specific information before gameplay and game-specific information during gameplay (i.e., just-in-time) benefits 1) cognition (i.e., test performance), 2) motivation (i.e., achievement goals), and 3) emotion (i.e., achievement emotions). In this study, 300 students participated in a 2 × 2 factorial experiment with two factors timing of domain-specific information and timing of game-specific information, either before or during gameplay. Results on achievement goals partially support the second hypothesis; the other hypotheses were not supported.

Authors

• Yuanyuan Hu, Utrecht University
  Presenting Author

• Pieter Wouters, Utrecht University
  Non-Presenting Author

• Marieke Van der Schaaf, University Medical Centre Utrecht
  Non-Presenting Author

• Liesbeth Kester, Utrecht University
  Non-Presenting Author