Game framework analysis and cognitive learning theory providing a theoretical foundation for efficacy in learning in educational gaming

Abstract

Several meta-analyses and studies have been undertaken in game-based research, which compare the efficacy of conventional teaching against the introduction of educational games into the classroom. The findings point to educational gaming providing teaching approach that allows for improved efficacy in learning and deeper conceptual understanding. But there is a paucity of research in terms of explaining ‘how’ and ‘why’ students learn from games. The mapping out the students’ experiences of learning, as a result of an economics gaming intervention, was achieved using research methodology called Interactive Qualitative Analysis (IQA). The findings of the IQA process were then further refined and developed into Game Framework Analysis (GAF) model which points to games providing a learning system that allows for deeper conceptualization of concepts and more meaningful application of knowledge. The question that arose was ‘How could this be possible?’ Part of the answer is provided by Cognitive Load Theory (CLT) which was developed by Sweller (1988). CLT examines the management of working memory in learning contexts and the resultant effects on learning. Games were found to have in their DNA, the ability to create complex learning environments that can manage the cognitive load in a way that facilitates an optimal usage of working memory, resulting in effective learning.