For a good couple of months I have been reading about cognitive psychology and game design and have learned that it can be extremely powerful if used correctly to help in the learning process of the student.
I have three psychology principles that I am going off for the design on my educational video game, and they are:
- 4C/ID Model
- Cognitive Load Theory
So the question to ask is why these 3 theories?
With the 4C/ID model it consists of four components, all of which can be distilled into characteristics of game design.
- Learning Tasks
- Supportive Information
- JIT (Just-In-Time) Information
- Part-Task Practice
It breaks up the way in which you deliver information to the player, the way and moment in which they obtain the information, and at what stage they will then interpret the information and how.
If you do not break the content that you are teaching to a student into effective learning tasks that comprise of the other three components effectively you are going to causing dissonance within their Cognitive Load. This is leads into the use of CLT (Cognitive Load Theory).
CLT has three types of cognitive load, which are:
All of which must be taken into consideration when delivering the content through the four components of the 4C/ID model. If you explain a simple topic in a complex way you will be preventing the Germane cognitive load from developing a deeper understanding. This can all draw back into how to set up learning tasks, how to deliver JIT information and what kind of supportive information you may need to provide for the player and ultimately how much time is needed to spent and how on part-task practices.
Bringing it all together, the desired output should obtain what Mihaly Csikszentmihaly refers to as Flow. The information delivered to a student should be constructed in a way not to not overload the learners cognitive load, so that effective use of the Germane cognitive load can occur in order to develop a deeper learning. When a player reaches the level of Flow, it can be assumed that the level of difficulty of a learning task through the use of part-task practice with relevant JIT and supportive information can be seen as harmonious in respect to the amount of cognitive load they are requiring from the learner. The information’s difficulty (Intrinsic cogntive load) meets proper (interactive) representation (Extraneous cognitive load) and ultimately allows deeper learning to occur (Germane cognitive load)
For those who may be a bit unsure about the cognitive loads and 4C/ID model have a look here at my post on it.
This post serves more of organising-my-mental-thoughts, but for those following the processes behind the development of my game you can see how my previous posts will all relate in the final product. In the coming week(s) I am hoping to write a somewhat detailed post on Flow. Stay tuned!