Game-Based Learning Design Optimized for Cognitive Load

Abstract

Technology-based learning environments have become more common. As innovative technology makes it possible to deliver learning materials to students in remote locations, educators must do more than reuse materials designed for face-to-face learning. It is necessary to adapt the design specifically for technology, which requires innovation. One opportunity to innovate design is to integrate game-based learning. The enjoyment factor of video game play makes game-based learning an attractive option to motivate and engage learners of all ages. Gameplay can provide real-world situations to the learning experience, as well as create an opportunity to practice and learn by trial and error. Improvements in technology make creating educational games easy, identifying the need to look closer at how design can influence the way information is processed. In general, using technology in education can overload the working memory, but by applying Sweller’s (Educ Technol Res Dev, 68:1–16, 2020) principles for optimal design in educational technology, these challenges can be minimized. In the case of game-based learning, mechanics can be applied in a manner that can minimize the load. The current body of research for game-based learning design and cognitive load is small and offers little insight to address optimal design. It is the position of this chapter that game-based learning design and mechanics can address Sweller’s (Educ Technol Res Dev, 68:1–16, 2020) principles for optimal design in educational technology. Therefore, game-based learning is a viable resource to promote knowledge development.