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The Impact of Scaffolding Digital Game-Based Learning on Learning Emotion, Cognitive Load and Learning Performance of Different Cognitive Style Learners
digital game-based learning
The purpose of this study was to investigate the impact of different scaffolding digital game-based learning on learning emotions, cognitive load and learning performance of different cognitive style learners, as well as the correlation between learning emotions, cognitive load and learning performance. The research subjects were middle-aged and elder learners in community colleges. A total of 97 learners participated in this experiment, 34 of them assigned to the experimental group one (hard scaffolding digital game-based learning), 31 of them assigned to the experimental group two ( soft scaffolding digital game-based learning) and while the remaining 32 to the control group (non-scaffolding digital game-based learning). The main findings were as follows: 1. No statistically significant difference in learning emotion, cognitive load, and learning performance between the cognitive styles. 2. No statistically significant difference in intrinsic cognitive load was observed among the scaffolding digital game-based learning. 3. Digital game-based learning embedded in scaffolding had statistically significantly better positive learning emotion, germane cognitive load, learning performance and lower negative learning emotion and extraneous cognitive load than non-scaffolding digital game-based learning. 4. The interaction of different scaffolding digital game-based learning and different cognitive styles had statistically significant difference. 5. All aspect of learning performance of serialist learners was statistically significantly better than that of holist learners in hard scaffolding digital game-based learning. Otherwise,all aspect of learning performance of holist learners was statistically significantly better than that of serialist learners in soft scaffolding digital game-based learning. 6. Positive learning emotion was positively correlated with cognitive cognitive load, learning performance (effect and efficiency), and negatively correlated with negative learning emotion and extraneous cognitive load. 7. Increasing positive learning emotion and germane cognitive load would significantly improve learning performance (effect and efficiency), otherwise, reducing negative learning emotions, intrinsic cognitive load and extraneous cognitive load would significantly improve learning performance (effect and efficiency).
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