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首页> 外文期刊>Computers & education >The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment
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The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment

机译：视频和协作的交互性，用于在基于数字游戏的学习环境中学习成就，内在动机，认知负担和行为模式

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摘要

This study investigated how the use of an instructional video and collaboration influenced the learning achievement, intrinsic motivation, cognitive load, and learning behaviors of students learning Newtonian mechanics within a digital game-based learning (DGBL) environment. The participants were 109 seventh-grade students who were randomly assigned to one of four experimental groups, forming a 2 x 2 factorial design, with the presence or absence of an instructional video as one factor and collaboration as the other. With regard to learning achievement, the findings revealed a significant main interaction effect between the use of an instructional video and collaboration. While collaborative DGBL promoted intrinsic motivation, the results for cognitive load showed that the use of an instructional video in collaborative DGBL significantly reduced both intrinsic and extraneous cognitive loads. The implications for designing game-based science learning are discussed.
机译：这项研究调查了教学视频和协作的使用如何在基于数字游戏的学习（DGBL）环境中影响学习牛顿力学的学生的学习成绩，内在动机，认知负担和学习行为。参与者是109名七年级学生，他们被随机分配到四个实验组之一，形成2 x 2析因设计，其中是否有教学视频是一个因素，而另一个则是协作。关于学习成绩，调查结果显示教学视频的使用与协作之间有重要的主要交互作用。尽管协作DGBL促进了内在动机，但认知负荷的结果表明，在协作DGBL中使用教学视频可以显着减少内在和外在的认知负荷。讨论了设计基于游戏的科学学习的含义。

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