Educational Computer Games and Learning: The Relationship Between Design, Cognitive Load,Emotions and Outcomes

摘要

This article provides an insight into the effectiveness of educational computer games. Based on a literature research, the effectiveness is illustrated in detail with regard to the questions: what characterize educational computer games, how do learners learn from it and what are the learning outcomes? Although games are connected with the hope of better learning through learners' activities, its effectiveness has been criticized. To further advance game research and design decisions, the question is discussed from a cognitive load perspective and emotional point of view of learners that consider important variables when designing educational computer games. In line with this question, a literatur review is done on researchers' own study, in which an exemplary empirical support for learners' cognitive load through learning with games was found. Finally, the article ends with some comments on the relationship of instructional design to effective games by outlining and discussing implications for educational practice that integrate not only learning outcomes of games but also the cognitive processes and emotions of learners during gameplaying.