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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
