- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
We explored the relationship between goal specificity, flow experience and learning outcomes in educational computer games (ECGs). Our first aim was to analyze how goal specificity affects learning performances and reading activities in an ECG. Our second aim was to assess the effects of flow experience on learning with an ECG. Concerning our first aim, results indicated that a nonspecific goal, as opposed to one that is specifically defined in the task, enhances comprehension, but not memorization. It also affects reading strategies, leading to less scrolling back. Concerning our second aim, results highlighted a beneficial influence of flow experience on both memorization and comprehension. We did not observe any effect of goal specificity on flow experience. The results for goal specificity are discussed with respect to the dual space and cognitive load explanations. The relevance of using flow experience to assess motivation in ECGs is also addressed.
The present study opens up several new avenues for research. It suggests that the nature of the instructions provided in ECGs can substantially affect the nature of the cognitive processes that take place during learning. ECG design teams should pay attention to the type of instructions provided to the learners, and more precisely to the goals that are induced during digital gamebased learning. This study also raises questions about the impact of flow experience on learning outcomes. One striking result is that flow positively affected learning performances. Up to now, flow and intrinsic motivation have often been confused, but a clear distinction should be made in future studies, in order to gain a better idea of their respective effects on learning.