Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness
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Game-based learning can foster flow experiences, where deep engagement enhances motivation and learning outcomes.
“Additionally, GBL can foster flow experiences, where deep engagement enhances motivation and learning outcomes [31].”
From Fostering computational thinking in young students through student generated challenges in tangible mobile augmented reality games (2025) · cites this paper as [31]
Cites
Mayer, R. (2020) · doi:10.1017/9781316941355 · Cited by 7,777 · see citing works
What are the learning affordances of 3‐D virtual environments?
Dalgarno, B., & Lee, M. J. W. (2010) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2009.01038.x · Cited by 1,840 · see citing works
Papastergiou, M. (2009) · Computers & Education · doi:10.1016/j.compedu.2008.06.004 · Cited by 1,689 · see citing works
Digital game-based learning: Towards an experiential gaming model
Kiili, K. (2005) · The Internet and Higher Education · doi:10.1016/j.iheduc.2004.12.001 · Cited by 1,457 · see citing works
Paas, F. G. W. C., & Van Merriënboer, J. J. G. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.1.122 · Cited by 1,198 · see citing works
Development of an instrument for measuring different types of cognitive load
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013) · Behavior Research Methods · doi:10.3758/s13428-013-0334-1 · Cited by 1,066 · see citing works
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Chien, C.-C., Chan, H.-Y., & Hou, H.-T. (2025) · Journal of Research on Technology in Education · doi:10.1080/15391523.2024.2338085 · Cited by 90 · see citing works
Gardeli, A., & Vosinakis, S. (2025) · Discover Education · doi:10.1007/s44217-025-00899-4 · Cited by 3 · see citing works
- Authors
- Chang, C.-C., Liang, C., Chou, P.-N., & Lin, G.-Y.
- Affiliations
- National Taiwan Normal University (TW)
- National Taiwan University (TW)
- National University of Tainan (TW)
- Corresponding author
- Chang, Chi-Cheng
- Venue
- Computers in Human Behavior
- Publisher
- Elsevier BV
- Published
- 2017-06
- Volume
- 71
- Pages
- 218-227
- ISSN
- 0747-5632 (ISSN-L)
- OpenAlex
- W2582775127
- Cited by
- 292
- References
- 6
- Citations by year
- 2026: 29 · 2025: 44 · 2024: 39 · 2023: 41 · 2022: 32 · 2021: 38 · 2020: 32 · 2019: 21 · 2018: 6 · 2017: 10
- FWCI
- 35.22
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computers in Human Behavior (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Developmental and Educational Psychology › Flow Experience in Various Fields
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- game-based learning, flow experience, cognitive load, intrinsic cognitive load, extraneous cognitive load, germane cognitive load, media richness, multimedia learning, student interest, student concentration, university students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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