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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/00216208:11320/19:10379001

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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&apos;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 &gt; 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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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&apos;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 &gt; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

British Journal of Educational Technology

ISSN

0007-1013

e-ISSN

—

Svazek periodika

50

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

19

Strana od-do

1942-1960

Kód UT WoS článku

000478642900029

EID výsledku v databázi Scopus

2-s2.0-85055755721