Research Article
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Year 2023, Volume: 8 Issue: 1, 93 - 112, 08.01.2023
https://doi.org/10.53850/joltida.1147246

Abstract

References

  • Adams, S. P., & Du Preez, R. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology, Knowledge and Learning, 27(1), 119-138. https://doi.org/10.1007/s10758-021-09500-x
  • Ayres, P. (2020). Something old, something new from cognitive load theory. Computers in Human Behavior, 113, 106503. https://doi.org/10.1016/j.chb.2020.106503
  • Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, 104297. https://doi.org/10.1016/j.compedu.2021.104297
  • Becker, K. (2005, July). Games and learning styles. Presented at IASTED international conference on education and technology-ICET. Calgary, Alberta, Canada. https://prism.ucalgary.ca/bitstream/handle/1880/46706/Games_Learning_2005.pdf?sequence=1
  • Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Journal of Educational Technology & Society, 20(3), 1-10. https://www.jstor.org/stable/10.2307/26196115
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: Sage.
  • da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63. https://doi.org/10.1016/j.chb.2015.11.021
  • Debue, N., & van de Leemput, C. (2014). What does germane load mean? An empirical contribution to the cognitive load theory. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/fpsyg.2014.01099
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments (pp. 9-15). Tampere, Finland. ACM. https://dl.acm.org/doi/abs/10.1145/2181037.2181040
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36. https://doi.org/10.1186/s41239-017-0042-5
  • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. https://doi.org/10.1016/j.compedu.2017.06.016
  • Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Ertan, K. (2020). Investigating achievement, attitude and motivation in a gamified English course (Master's Thesis). Retrieved January, 07, 2022 from Council of Higher Education database in Turkey. (Thesis No. 633889). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Erümit, S. F., & Yılmaz, T. K. (2022). The happy association of game and gamification: the use and evaluation of game elements with game-based activities. Technology, Pedagogy and Education, 31(1), 103-121. https://doi.org/10.1080/1475939X.2021.2006077
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison Wesley. https://people.umass.edu/aizen/f&a1975.html
  • Galbis-Córdoba, A., Martí-Parreño, J., & Currás-Pérez, R. (2017). Higher education students’ attitude towards the use of gamification for competencies development. Journal of e-Learning and Knowledge Society, 13(1), 129-146. https://www.learntechlib.org/p/188128/
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
  • Huang, B., & Hew, K. F. (2021). Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology & Society, 24(1), 44-63. https://www.j-ets.net/collection/published-issues/24_1 Kapp, K. M., Blair, L., & Mesch, R. (2014). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
  • Kim, T. W., & Werbach, K. (2016). More than just a game: Ethical issues in gamification. Ethics and Information Technology, 18(2), 157-173. https://doi.org/10.1007/s10676-016-9401-5
  • Koç, C. (2014). Scale of attitudes towards using student-centered teaching methods and techniques: Validity and reliability study. Electronic Journal of Social Sciences, 13(49), 150-170. https://dergipark.org.tr/tr/download/article-file/70541
  • Luo, Z., Brown, C., & O’Steen, B. (2021). Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study. Education and Information Technologies, 26(5), 6337-6363. https://doi.org/10.1007/s10639-021-10622-z
  • Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ attitude towards and actual use of gamification. Procedia-Social and Behavioral Sciences, 228, 682–688. https://doi.org/10.1016/j.sbspro.2016.07.104
  • Mavilidi, M. F., & Zhong, L. (2019). Exploring the development and research focus of cognitive load theory, as described by its founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer. Educational Psychology Review, 1-10. https://doi.org/10.1007/s10648-019-09463-7
  • Mee, R. W. M., Pek, L. S., Von, W. Y., Ghani, K. A., Shahdan, T. S. T., Ismail, M. R., & Rao, Y. S. (2021). A conceptual model of analogue gamification to enhance learners' motivation and attitude. International Journal of Language Education, 5(2), 40-50. https://doi.org/10.26858/ijole.v5i2.18229
  • Moreno, R. (2010). Cognitive load theory: More food for thought. Instructional Science, 38(2), 135-141. https://doi.org/10.1007/s11251-009-9122-9
  • Mullins, J. K., & Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 106, 304-314. https://doi.org/10.1016/j.jbusres.2018.09.023
  • Newby, T. J., Stepich, D. A., Lehman J. D., & Rusell, J. D. (2000). Instructional technology for teaching and learning designing instruction, integrating computers and using media (2nd Ed.). New Jersey: Prentice-Hall Inc.
  • Öztürk, Ç., & Korkmaz, Ö. (2020). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15. http://doi.org/10.17275/per.20.1.7.1
  • Özer, H. H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109-123. https://doi.org/10.3991/ijet.v13i01.7634
  • Paas, F., & van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122. https://doi.org/10.1037/0022-0663.86.1.122
  • Paas, F., & van Merriënboer, J. J. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394-398. https://doi.org/10.1177/0963721420922183
  • Philpott (2020) Philpott, A. (2020). Examining EFL students’ motivation and attitudes toward a gamified course using leaderboards and quests at a Japanese university (Doctoral Dissertation, University of Southern Queensland). https://eprints.usq.edu.au/39865/
  • Rahman, R. A., Ahmad, S., & Hashim, U. R. (2018). The effectiveness of gamification technique for higher education students’ engagement in polytechnic Muadzam Shah Pahang, Malaysia. International Journal of Educational Technology in Higher Education, 15(1), 1-16. https://doi.org/10.1186/s41239-018-0123-0
  • Sánchez-Mena, A. A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. The Electronic Journal of e-Learning, 15(5), 434-443. https://academic-publishing.org/index.php/ejel/article/view/1850/1813
  • Öden-Sercanoğlu, M., Bolat, Y. İ., & Göksu, İ. (2021). Kahoot! as a gamification tool in vocational education: More positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research, 9(18), 682-701. doi: 10.18009/jcer.9224882
  • Sevcenko, N., Ninaus, M., Wortha, F., Moeller, K., & Gerjets, P. (2021). Measuring cognitive load using in-game metrics of a serious simulation game. Frontiers in Psychology, 12, 572437. doi: 10.3389/fpsyg.2021.572437
  • Shaban, A., Pearson, E., & Chang, V. (2021). Evaluation of user experience, cognitive load, and training performance of a gamified cognitive training application for children with learning disabilities. Frontiers in Computer Science, 58. doi: 10.3389/fcomp.2021.617056
  • Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. https://doi.org/10.1016/j.chb.2012.06.007
  • Smith, T. (2017). Gamified modules for an introductory statistics course and their impact on attitudes and learning. Simulation & Gaming, 48(6), 832-854. https://doi.org/10.1177/1046878117731888
  • Su, C. H. (2016). The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study. Multimedia Tools and Applications, 75(16), 10013-10036. doi: 10.1007/s11042-015-2799-7
  • Sun-Lin, H. Z., & Chiou, G. F. (2019). Effects of gamified comparison on sixth graders’ algebra word problem solving and learning attitude. Journal of Educational Technology & Society, 22(1), 120-130. https://www.jstor.org/stable/10.2307/26558833
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5
  • Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
  • Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5). https://doi.org/10.14742/ajet.2232
  • Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning, 11(7). http://dx.doi.org/10.3991/ijet.v11i07.5455
  • Türkmen, G. P., & Soybaş, D. (2019). The effect of gamification method on students' achievements and attitudes towards mathematics. Bartın University Journal of Faculty of Education, 8(1), 258-298. https://doi.org/10.14686/buefad.424575
  • Uz Bilgin, C., & Gul, A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends, 64(1), 124-136. https://doi.org/10.1007/s11528-019-00442-x
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
  • Werbach, K., & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.
  • Wu, Y. L. (2018). Gamification design: A comparison of four m-learning courses. Innovations in Education and Teaching International, 55(4), 470-478. https://doi.org/10.1080/14703297.2016.1250662
  • Yang, Y., Asaad, Y., & Dwivedi, Y. (2017). Examining the impact of gamification on intention of engagement and brand attitude in the marketing context. Computers in Human Behavior, 73, 459-469. http://dx.doi.org/10.1016/j.chb.2017.03.066
  • Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92. http://dx.doi.org/10.1016/j.iheduc.2017.02.002
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O'Reilly Media.

Effects of Cognitive Load Level on Students’ Attitude towards the Gamified Course

Year 2023, Volume: 8 Issue: 1, 93 - 112, 08.01.2023
https://doi.org/10.53850/joltida.1147246

Abstract

The aim of this study was to examine the effects of cognitive load level on students’ attitude towards the gamified course. It was also found out the students’ views regarding the 14-week gamified course. Participants consisted of 66 undergraduate students. 40 of them had low cognitive load level and 26 of them had high cognitive load level. According to the results, gamification enabled students to have a positive attitude towards the course, even though they had different cognitive load levels. Furthermore, it was determined a negative and medium significant correlation between the cognitive load and attitude of students with low cognitive load. The gamified course had a positive effect on the “Valuing” and “Positive Effects” sub-dimensions of the attitude in favor of students with low cognitive load. The positive views of many students in qualitative findings strengthened these results. While the gamified course had a negative effect on the "Resisting" sub-dimension in favor of students with high cognitive load, it did not have any significant effect on the "Cost Belief" sub-dimension. A few negative views of students in qualitative findings supported the items in these dimensions of attitude scale. Consequently, this study will strengthen the few studies examining both cognitive and affective effects of a gamified course on students. However, further studies need to confirm these results. For this reason, it is recommended to carry out such studies that reveal all the situations which can affect the attitude in the gamified course in order to achieve positive outcomes of students with different cognitive load levels.

References

  • Adams, S. P., & Du Preez, R. (2022). Supporting student engagement through the gamification of learning activities: A design-based research approach. Technology, Knowledge and Learning, 27(1), 119-138. https://doi.org/10.1007/s10758-021-09500-x
  • Ayres, P. (2020). Something old, something new from cognitive load theory. Computers in Human Behavior, 113, 106503. https://doi.org/10.1016/j.chb.2020.106503
  • Bai, S., Hew, K. F., Sailer, M., & Jia, C. (2021). From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement. Computers & Education, 173, 104297. https://doi.org/10.1016/j.compedu.2021.104297
  • Becker, K. (2005, July). Games and learning styles. Presented at IASTED international conference on education and technology-ICET. Calgary, Alberta, Canada. https://prism.ucalgary.ca/bitstream/handle/1880/46706/Games_Learning_2005.pdf?sequence=1
  • Buckley, P., Doyle, E., & Doyle, S. (2017). Game on! Students’ perceptions of gamified learning. Journal of Educational Technology & Society, 20(3), 1-10. https://www.jstor.org/stable/10.2307/26196115
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: Sage.
  • da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48-63. https://doi.org/10.1016/j.chb.2015.11.021
  • Debue, N., & van de Leemput, C. (2014). What does germane load mean? An empirical contribution to the cognitive load theory. Frontiers in Psychology, 5, 1–12. https://doi.org/10.3389/fpsyg.2014.01099
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011, September). From game design elements to gamefulness: defining "gamification". In Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments (pp. 9-15). Tampere, Finland. ACM. https://dl.acm.org/doi/abs/10.1145/2181037.2181040
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1), 1-36. https://doi.org/10.1186/s41239-017-0042-5
  • Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. https://doi.org/10.1016/j.compedu.2017.06.016
  • Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Ertan, K. (2020). Investigating achievement, attitude and motivation in a gamified English course (Master's Thesis). Retrieved January, 07, 2022 from Council of Higher Education database in Turkey. (Thesis No. 633889). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Erümit, S. F., & Yılmaz, T. K. (2022). The happy association of game and gamification: the use and evaluation of game elements with game-based activities. Technology, Pedagogy and Education, 31(1), 103-121. https://doi.org/10.1080/1475939X.2021.2006077
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading, MA: Addison Wesley. https://people.umass.edu/aizen/f&a1975.html
  • Galbis-Córdoba, A., Martí-Parreño, J., & Currás-Pérez, R. (2017). Higher education students’ attitude towards the use of gamification for competencies development. Journal of e-Learning and Knowledge Society, 13(1), 129-146. https://www.learntechlib.org/p/188128/
  • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
  • Huang, B., & Hew, K. F. (2021). Using gamification to design courses: Lessons learned in a three-year design-based study. Educational Technology & Society, 24(1), 44-63. https://www.j-ets.net/collection/published-issues/24_1 Kapp, K. M., Blair, L., & Mesch, R. (2014). The gamification of learning and instruction fieldbook: Ideas into practice. John Wiley & Sons.
  • Kim, T. W., & Werbach, K. (2016). More than just a game: Ethical issues in gamification. Ethics and Information Technology, 18(2), 157-173. https://doi.org/10.1007/s10676-016-9401-5
  • Koç, C. (2014). Scale of attitudes towards using student-centered teaching methods and techniques: Validity and reliability study. Electronic Journal of Social Sciences, 13(49), 150-170. https://dergipark.org.tr/tr/download/article-file/70541
  • Luo, Z., Brown, C., & O’Steen, B. (2021). Factors contributing to teachers’ acceptance intention of gamified learning tools in secondary schools: An exploratory study. Education and Information Technologies, 26(5), 6337-6363. https://doi.org/10.1007/s10639-021-10622-z
  • Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ attitude towards and actual use of gamification. Procedia-Social and Behavioral Sciences, 228, 682–688. https://doi.org/10.1016/j.sbspro.2016.07.104
  • Mavilidi, M. F., & Zhong, L. (2019). Exploring the development and research focus of cognitive load theory, as described by its founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer. Educational Psychology Review, 1-10. https://doi.org/10.1007/s10648-019-09463-7
  • Mee, R. W. M., Pek, L. S., Von, W. Y., Ghani, K. A., Shahdan, T. S. T., Ismail, M. R., & Rao, Y. S. (2021). A conceptual model of analogue gamification to enhance learners' motivation and attitude. International Journal of Language Education, 5(2), 40-50. https://doi.org/10.26858/ijole.v5i2.18229
  • Moreno, R. (2010). Cognitive load theory: More food for thought. Instructional Science, 38(2), 135-141. https://doi.org/10.1007/s11251-009-9122-9
  • Mullins, J. K., & Sabherwal, R. (2020). Gamification: A cognitive-emotional view. Journal of Business Research, 106, 304-314. https://doi.org/10.1016/j.jbusres.2018.09.023
  • Newby, T. J., Stepich, D. A., Lehman J. D., & Rusell, J. D. (2000). Instructional technology for teaching and learning designing instruction, integrating computers and using media (2nd Ed.). New Jersey: Prentice-Hall Inc.
  • Öztürk, Ç., & Korkmaz, Ö. (2020). The effect of gamification activities on students' academic achievements in social studies course, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15. http://doi.org/10.17275/per.20.1.7.1
  • Özer, H. H., Kanbul, S., & Ozdamli, F. (2018). Effects of the gamification supported flipped classroom model on the attitudes and opinions regarding game-coding education. International Journal of Emerging Technologies in Learning (iJET), 13(1), 109-123. https://doi.org/10.3991/ijet.v13i01.7634
  • Paas, F., & van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122. https://doi.org/10.1037/0022-0663.86.1.122
  • Paas, F., & van Merriënboer, J. J. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394-398. https://doi.org/10.1177/0963721420922183
  • Philpott (2020) Philpott, A. (2020). Examining EFL students’ motivation and attitudes toward a gamified course using leaderboards and quests at a Japanese university (Doctoral Dissertation, University of Southern Queensland). https://eprints.usq.edu.au/39865/
  • Rahman, R. A., Ahmad, S., & Hashim, U. R. (2018). The effectiveness of gamification technique for higher education students’ engagement in polytechnic Muadzam Shah Pahang, Malaysia. International Journal of Educational Technology in Higher Education, 15(1), 1-16. https://doi.org/10.1186/s41239-018-0123-0
  • Sánchez-Mena, A. A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. The Electronic Journal of e-Learning, 15(5), 434-443. https://academic-publishing.org/index.php/ejel/article/view/1850/1813
  • Öden-Sercanoğlu, M., Bolat, Y. İ., & Göksu, İ. (2021). Kahoot! as a gamification tool in vocational education: More positive attitude, motivation and less anxiety in EFL. Journal of Computer and Education Research, 9(18), 682-701. doi: 10.18009/jcer.9224882
  • Sevcenko, N., Ninaus, M., Wortha, F., Moeller, K., & Gerjets, P. (2021). Measuring cognitive load using in-game metrics of a serious simulation game. Frontiers in Psychology, 12, 572437. doi: 10.3389/fpsyg.2021.572437
  • Shaban, A., Pearson, E., & Chang, V. (2021). Evaluation of user experience, cognitive load, and training performance of a gamified cognitive training application for children with learning disabilities. Frontiers in Computer Science, 58. doi: 10.3389/fcomp.2021.617056
  • Simões, J., Redondo, R. D., & Vilas, A. F. (2013). A social gamification framework for a K-6 learning platform. Computers in Human Behavior, 29(2), 345-353. https://doi.org/10.1016/j.chb.2012.06.007
  • Smith, T. (2017). Gamified modules for an introductory statistics course and their impact on attitudes and learning. Simulation & Gaming, 48(6), 832-854. https://doi.org/10.1177/1046878117731888
  • Su, C. H. (2016). The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study. Multimedia Tools and Applications, 75(16), 10013-10036. doi: 10.1007/s11042-015-2799-7
  • Sun-Lin, H. Z., & Chiou, G. F. (2019). Effects of gamified comparison on sixth graders’ algebra word problem solving and learning attitude. Journal of Educational Technology & Society, 22(1), 120-130. https://www.jstor.org/stable/10.2307/26558833
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5
  • Sweller, J., van Merriënboer, J. J., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5
  • Tan, M., & Hew, K. F. (2016). Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes. Australasian Journal of Educational Technology, 32(5). https://doi.org/10.14742/ajet.2232
  • Turan, Z., Avinc, Z., Kara, K., & Goktas, Y. (2016). Gamification and education: Achievements, cognitive loads, and views of students. International Journal of Emerging Technologies in Learning, 11(7). http://dx.doi.org/10.3991/ijet.v11i07.5455
  • Türkmen, G. P., & Soybaş, D. (2019). The effect of gamification method on students' achievements and attitudes towards mathematics. Bartın University Journal of Faculty of Education, 8(1), 258-298. https://doi.org/10.14686/buefad.424575
  • Uz Bilgin, C., & Gul, A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends, 64(1), 124-136. https://doi.org/10.1007/s11528-019-00442-x
  • Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
  • Werbach, K., & Hunter, D. (2015). The gamification toolkit: Dynamics, mechanics, and components for the win. Wharton Digital Press.
  • Wu, Y. L. (2018). Gamification design: A comparison of four m-learning courses. Innovations in Education and Teaching International, 55(4), 470-478. https://doi.org/10.1080/14703297.2016.1250662
  • Yang, Y., Asaad, Y., & Dwivedi, Y. (2017). Examining the impact of gamification on intention of engagement and brand attitude in the marketing context. Computers in Human Behavior, 73, 459-469. http://dx.doi.org/10.1016/j.chb.2017.03.066
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There are 53 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Fatma Burcu Topu 0000-0002-2130-8579

Publication Date January 8, 2023
Submission Date July 22, 2022
Published in Issue Year 2023 Volume: 8 Issue: 1

Cite

APA Topu, F. B. (2023). Effects of Cognitive Load Level on Students’ Attitude towards the Gamified Course. Journal of Learning and Teaching in Digital Age, 8(1), 93-112. https://doi.org/10.53850/joltida.1147246

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. All rights reserved, 2023. ISSN:2458-8350