Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3481
DC FieldValueLanguage
dc.contributor.authorDavis, Jason Strattonen_US
dc.date.accessioned2020-09-17T07:46:59Z-
dc.date.available2020-09-17T07:46:59Z-
dc.date.issued2020-07-30-
dc.identifier.citationDavis, J.S. 2020. Game framework analysis and cognitive learning theory providing a theoretical foundation for efficacy in learning in educational gaming. International Journal of Learning, Teaching and Educational Research. Vol 19(7): 159-175. doi:10.26803/ijlter.19.7.9en_US
dc.identifier.issn1694-2493-
dc.identifier.issn1694-2116 (Online)-
dc.identifier.urihttp://hdl.handle.net/10321/3481-
dc.description.abstractSeveral 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.en_US
dc.format.extent17 pen_US
dc.language.isoenen_US
dc.publisherSociety for Research and Knowledge Managementen_US
dc.relation.ispartofInternational Journal of Learning, Teaching and Educational Researchen_US
dc.subjectEducational gamingen_US
dc.subjectCognitive load theoryen_US
dc.subjectGame framework analysisen_US
dc.titleGame framework analysis and cognitive learning theory providing a theoretical foundation for efficacy in learning in educational gamingen_US
dc.typeArticleen_US
dc.date.updated2020-09-08T15:09:22Z-
dc.publisher.urihttps://doi.org/10.26803/ijlter.19.7.9en_US
dc.identifier.doi10.26803/ijlter.19.7.9-
local.sdgSDG04-
item.fulltextWith Fulltext-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.openairetypeArticle-
item.grantfulltextopen-
item.cerifentitytypePublications-
Appears in Collections:Research Publications (Management Sciences)
Files in This Item:
File Description SizeFormat
2154-10160-1-PB (1) CLT.pdfPublished version270.21 kBAdobe PDFView/Open
Show simple item record

Page view(s)

580
checked on Dec 23, 2024

Download(s)

192
checked on Dec 23, 2024

Google ScholarTM

Check

Altmetric

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.