Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Attention | 1 |
| Cognitive Processes | 1 |
| Difficulty Level | 1 |
| Eye Movements | 1 |
| Game Based Learning | 1 |
| Instructional Design | 1 |
| Learning Motivation | 1 |
| Student Behavior | 1 |
| Task Analysis | 1 |
Source
| IEEE Transactions on Learning… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNinaus, Manuel; Kiili, Kristian; Wood, Guilherme; Moeller, Korbinian; Kober, Silvia Erika – IEEE Transactions on Learning Technologies, 2020
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…
Descriptors: Instructional Design, Game Based Learning, Cognitive Processes, Difficulty Level
