Abstract
Research on instructional design provides inconsistent results on the use of game elements in cognitive tasks or learning. Cognitive load theory suggests that game elements increase extraneous cognitive load and, thus, may distract the users. In contrast, from an emotional design perspective, the use of game elements is argued to increase performance by providing a more interesting and motivating task environment. To contribute to this debate, the current study investigated the effect of game elements on behavioral performance, attention, and motivation. We designed two versions of the number line estimation task-one with game elements and one without. Participants completed both versions of the task while their eye-fixation behavior was recorded. Results indicated that participants paid attention to game elements, that is, they fixated them, although they were not necessary to complete the task. However, no difference in estimation accuracy was observed between the two task versions. Moreover, the task version with game elements was rated to be more attractive, stimulating, and novel, and participants reported experiencing greater flow. In sum, these data indicate that game elements seem to capture attention but also increase motivational aspects of learning tasks rather than decreasing performance.
Highlights
GAME-BASED learning and assessment have become increasingly popular over the last years due to their potential of increasing performance and motivation [1]
Designing a task in a way that it becomes gamified or even game-like requires the addition of details, game mechanics, or game elements, respectively, that might not be strictly relevant for achieving the overall objective of a given task
Mean duration was defined by the average time needed to correctly solve a given item or fraction, respectively—from item onset to the last space bar press, i.e., until the estimate was correct. As these effects are crucial to address our primary research questions regarding the seductive detail effect of game elements, we validated null effects by a Bayesian model selection approach, which investigates whether the null hypothesis or the alternative hypothesis is more supported by the data [88]
Summary
GAME-BASED learning and assessment have become increasingly popular over the last years due to their potential of increasing performance and motivation [1]. It is argued that game elements aim at increasing cognitive and emotional engagement and thereby increase motivation and performance [3], [10] The disparity between these two instructional approaches might explain rather heterogeneous but still overall positive effects found for game-based learning [11], [12]. We employed a number line-based fraction task and its game-based equivalent to experimentally investigate the effects of game elements on three different levels: (i) behavioral performance, (ii) attention distribution as reflected by participants eye fixation behavior as well as (iii) motivational aspects. Based on these levels, three research questions were formulated. We briefly elaborate on the consideration of eye fixation behavior in multimedia research and discuss studies utilizing eye tracking to investigate attentional effects of game elements or the lack thereof, respectively, before addressing motivational aspects such as flow
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