In a recent assignment, we worked together to explore three theoretical frameworks. Here is the annotated bibliography that we developed, followed by a link to our Prezi, which hopes to provide further context to these frameworks.
The three theoretical frameworks we explored include (a) cognitive load theory, (b) motivation theory, and (c) gamification theory.
Cognitive load theory states that learning happens best under conditions that align with human cognitive processes, and studies the implications for design and delivery of learning. Cognitive load refers to the amount of mental effort expended, based on the combination of a limited working memory and relatively unlimited long-term memory, organized in multiple elements, or schemas, that make up an individual’s knowledge base. Motivation theory classifies motivational concepts and theories into four categories based on areas of influence, including attention, relevance, confidence, and satisfaction (ARCS). The ARCS model, when framed as a problem-solving approach to E-learning engagement, assists in the development of learning interventions with the goal of increased learner success. Gamification theory deals with applying game-like rewards such as levels, badges, and points to non-game digital applications such as learning environments in order to have a positive influence on the motivation, engagement, and behaviours of participants.
Here are the three articles we explored that deal with cognitive load theory.
Kalyuga, S., & Singh, A.-M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831–852. doi:10.1037/0022-0663.96.3.558
Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior, 27(1), 99–105. doi:10.1016/j.chb.2010.06.025https://prezi.com/view/p00ucj034jM9xGCjGR2n/
Bradford, G. R. (2011). A relationship study of student satisfaction with learning online and cognitive load: Initial results. The Internet and Higher Education, 14(4), 217–226. doi:10.1016/j.iheduc.2011.05.001
Following from this study combining concepts from both cognitive load theory and motivation theory, we next consider motivation theory.
Keller, J., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229-239.
Huang, B., & Hew, K. F. (2016). Measuring learners’ motivation level in massive open online courses. International Journal of Information and Education Technology, 6(10), 759-764. doi:10.7763/ijiet.2016.v6.788
Mohamad, S. N., Embi, M. A., & Nordin, N. M. (2016). Designing E-Portfolio with ARCS motivational design strategies to enhance self-directed learning. Higher Education Studies, 6(4), 138. doi:10.5539/hes.v6n4p138
Our final theory deals with the specific motivation techniques found in gamification theory.
Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. doi:10.1016/j.ijhcs.2014.09.006
Denny, P. (2013). The Effect of Virtual Achievements on Student Engagement. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 763-772). New York, NY, USA: ACM.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? — A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). doi:10.1109/HICSS.2014.377
Check out our Prezi to learn more.
Huge shout out to my partners on Team Superstar, Donna Baker and Angie Maksymetz.
