Human-Computer Interaction Factors in Designing Educational Video Games
Keywords:educational video games, cognitive load, grounded theory methodology, gender differences
Educational video games present an opportunity to engage learners within immersive problem-solving experiences. Despite the potential benefits, educational video games may result in cognitive overload and thus preclude the informal learning benefits for those who lack experience. This study compared five males and five females when playing an educational video game. The goal of the study was to elucidate aspects that factor into the human-computer interaction and the subsequent learning engendered from these pedagogical tools. Descriptive data revealed that males improved in posttest scores to a greater degree when compared with females. Qualitative data was also gathered to ascertain educational video game aspects that were important to the human-computer interaction. Results suggest that concept interaction, sustained challenge, directions, and navigation might serve as instructional design principles for future educational video games construction.
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