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Pacing in Serious Games: Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains

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  • Dominik Petko
  • Regina Schmid
  • Andrea Cantieni

Abstract

Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement , the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6 th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games.

Suggested Citation

  • Dominik Petko & Regina Schmid & Andrea Cantieni, 2020. "Pacing in Serious Games: Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains," Simulation & Gaming, , vol. 51(2), pages 258-279, April.
    • Handle: RePEc:sae:simgam:v:51:y:2020:i:2:p:258-279
    DOI: 10.1177/1046878120902502
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    References listed on IDEAS

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    1. Heather L. O'Brien & Elaine G. Toms, 2008. "What is user engagement? A conceptual framework for defining user engagement with technology," Journal of the American Society for Information Science and Technology, Association for Information Science & Technology, vol. 59(6), pages 938-955, April.
    2. Nina Imlig-Iten & Dominik Petko, 2018. "Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains," Simulation & Gaming, , vol. 49(4), pages 401-422, August.
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    Cited by:

    1. J. Tuomas Harviainen, 2020. "Real, Half-Real, Irreal, Unreal," Simulation & Gaming, , vol. 51(2), pages 111-113, April.
    2. Marieke de Wijse-van Heeswijk, 2021. "Ethics and the Simulation Facilitator: Taking your Professional Role Seriously," Simulation & Gaming, , vol. 52(3), pages 312-332, June.

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