Investigating the Salomon Effect Concerning Digital Educational Games: A Cognitive Load Approach

• In Event: Playing to Learn: Tech-Based Games and Cognitive Processes

Abstract

This study investigates effects of a learning instruction on students’ knowledge after playing a digital educational game against the background of cognitive load theory. It is assumed that a learning instruction which should maximize the learning outcome in entertaining learning environments, in fact maximize the perceived difficulty of the task because the learners are searching for something to learn instead of just playing the game. 75 fourteen to sixteen years old students take part in this experiment with single factor between-subjects design. Regression equations indicate that the learning instruction indeed increase mental load and this way decrease learning performance. The practical implication is that learning with digital educational games in school should not be accompanied by a learning instruction.

Authors

• Anja Hawlitschek, University of Erfurt

• Helmut M. Niegemann, Saarland University