Effects of a Situated 3D Computational Problem-Solving and Programming Game-Based Learning Model on Students' Learning Perception and Cognitive Loads

Abstract

This study develops a situated 3D computational problem-solving and programming game-based learning (GBL) approach to engage students in learning and practicing their programming skills. Programming and computational problem-solving have received a great emphasis from educators in recent years. Besides, game-based learning not only provides a learning method different from conventional one-directional classes for learners to absorb knowledge but also engages learners in learning activities. Therefore, a situated 3D computational problem-solving and programming game-based learning model was developed to cultivate learners in a department of computers science and information management to use programming logic to solve problems. A quasi-experimental design was adopted. The control group used a conventional programming course while the experimental group adopted the situated 3D programming game-based learning model to investigate the effects of program-logic problem solving ability, degree of satisfaction with the learning approach and cognitive loads. It was found that although the proposed mode did not promote learners program-logic problem solving ability immediately in a short-term, students showed a better satisfaction in solving program-logic problems and devoted more time in the games. Almost all students completed all program-logic missions. Furthermore, it was also found that the learners in the experimental group showed better degree of satisfaction with the learning approach and had lower mental efforts, implying that using the situated 3D programming game-based learning mode can effectively lower students cognitive load and engage them in the situated game to complete the program-logic learning in the course.