Abstrakt
It is unknown which elements of instructional games are increasing intrinsic motivation of users and thereby enhance learning. Here, we aim at investigating one of these elements, i.e., level of animation, in case of children K3-K5.
We have developed two distinctive versions of a simulation game in which players learn about plant water transportation and photosynthesis by gradually growing their own plant. The first version, so called "dynamic" one, has fully animated learning environment, including the animation of GUI elements.
The second one, so called "static" version, is from the animation point of view very limited and almost static: It features only animations representing instructional information (for example, flowing water inside of a plant), but not entertaining animations. Which version will lead to the better learning outcomes? On the one hand Cognitive-Affective Theory of Learning from Media considers motivation to positively affect cognitive processes needed for meaningful learning.
The dynamic version can be found as more appealing by the users and therefore, through the enhanced intrinsic motivation, lead to better learning outcomes. On the other hand, research suggests that higher number of animated elements produce higher visual distraction and therefore lead to higher cognitive load, hampering learning.
Because no relevant research has been done on game-like interactive materials (and especially not for kids), we have decided to test these contradicting propositions in a comparative study (Planned N ~ 40 + 40). We plan to use an eye-tracker device for objective measurements and distinction between the two versions.
During spring 2018, two pilot studies have been conducted (N=8) in which we have been tweaking the research method and new versions of the game. Additional pilots are planned till the end of spring 2018.
We will present the results of pilot studies at ECGBL 2018. We expect that our findings could advance theories of learning from multimedia.
They can also be helpful for the designers and producers of multimedia learning materials.