Children like it more but don't learn more: Effects of esthetic visual design in educational games

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F19%3A10379001" target="_blank" >RIV/00216208:11210/19:10379001 - isvavai.cz</a>
Alternative codes found
RIV/00216208:11320/19:10379001
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bocH3ZrwNM" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=bocH3ZrwNM</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1111/bjet.12701" target="_blank" >10.1111/bjet.12701</a>

Result language
angličtina
Original language name
Children like it more but don't learn more: Effects of esthetic visual design in educational games
Original language description
Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game's visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another with a low esthetic value. Participants (children between 9 and 11 years of age, N = 53) were randomly divided into two groups. Each group interacted with their assigned version for about 20 minutes and then evaluated its visual attractiveness without knowing about the other version. Then, they evaluated the attractiveness of the complementary version. As the next step, they evaluated both versions side-by-side. During the free-choice period, children could continue playing one of the game versions or a different game. They clearly preferred the high esthetic version in evaluations (d > 0.86) and in the free-choice period (62% preferred the high esthetic version of the target game), but this did not improve their learning outcomes (comprehension: d = -0.59; transfer: d = -0.16). Possible explanations of this effect are discussed in terms of cognitive load theory and cognitive-affective theory of learning from media.
Czech name
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Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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