Resumen de Interactive efects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance
There has been a little research on emotion, cognitive load, or learning performance for digital game-based learning (DGBL). However, there is still a dearth of research on investigating the interactive efects of scafolding DGBL and cognitive style on the above three outcomes. Participants were 97 middle-aged and elder adults from a com‑ munity college and randomly assigned into three groups. Taking prior knowledge as the covariate, 3×2 two-way MANCOVA was adopted to verify the interactive efects of scafolding DGBL (hard scafolding DGBL, soft scafolding DGBL, and non-scafolding DGBL) and cognitive style (Serialist and Holist). The fndings presented that there exited signifcantly interactive efects of scafolding DGBL and cognitive style on learning emotion, cognitive load, and learning performance. In hard scafolding DGBL, learning emotion, cognitive load, and learning performance of Serialist learners were signif‑ cantly better than those of Holist learners. Conversely, in soft scafolding DGBL, learning emotion, cognitive load, and learning performance of Holist learners were signifcantly better than those of Serialist learners. Learning emotion, cognitive load, and learning performance of Serialist learners using hard scafolding DGBL and Holist learners using soft scafolding DGBL were signifcantly better than those of learners using nonscafolding DGBL. The fndings demonstrated concrete contributions and implications on practical promotion and theoretical development. This study ensures sufciency of applying the cognitive-afective theory of learning with media (CATLM), cognitive load theory and cognitive style theory on DGBL, suggesting to extend the application of these theories to scafolding.
