The Impact of Animated Worked Examples on Students’ Cognitive Load During Problem Solving in Game-Based Learning

Abstract

This study investigated the impact of animated worked examples on students’ cognitive load during problem solving in a game-based environment. Participants were 45 college students and divided randomly into experiment group and control group. After solving the problems in the first round of game playing, the experiment group was given animated worked examples while the control group was given static worked examples. After the second round game playing, they completed cognitive load index. Results showed that there was no significant difference on cognitive load between the two groups. Discussion and possible reasons were provided.