Cognitive load is a critical factor affecting the learning performance of students. Previous studies have indicated the effectiveness of educational computer games for learning. However, there is little study on what effects of different cognitive load courses in game-based learning on students’ visual attention and learning performance. This study was to investigate elementary school students’ visual attention and learning performance using an educational computer game with different cognitive load courses. The subjects included students of ﬁfth and sixth graders of an elementary school. One group was assigned to play the game of low cognitive load and the others were assigned to play the game of high cognitive load. Students whose visual attentions were recorded by the eye tracking system while playing the educational computer games. Content analyses were examined individual’s Hot Zone image, ﬁxation count and total ﬁxation duration to indicate their attention. The experimental results show the high cognitive load group displayed the higher fixation count and total ﬁxation duration to the text zones than low cognitive load group. The results also show the high cognitive load group had better learning achievements than low cognitive load group.
Yung-shao Lin, National Kaohsiung Normal University, Taiwan
Stream: Technology in the Classroom
This paper is part of the ACTC2013 Conference Proceedings (View)
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