EDUCATION AND INFORMATION TECHNOLOGIES, cilt.29, sa.0, ss.12943-12968, 2024 (SSCI)
This study investigated pedagogical agent (with/without) and feedback (explanatory/
confrmatory) types on achievement, fow experience, and cognitive load in a digital game-based learning environment. We developed a game about spreadsheets and
prepared four versions of the game in the context of pedagogical agent and feedback types. Through the mixed-methods sequential exploratory design, we applied
game versions in four experimental groups (154 undergraduate students) within a
two-week spreadsheet subject. We collected quantitative (achievement test, fow
experience scale, cognitive load scale, elapsed time, skill, and challenge-level questions) and qualitative (semi-structured interview technique and open-ended interview form) data. According to the results, the achievement scores of all participants
increased regardless of the pedagogical agent and feedback type. There was no signifcant diference in cognitive load, fow experience, skill level, or challenge level
according to the pedagogical agent and feedback types. Confrmatory feedback
groups spent more time than explanatory feedback groups. The dependent variables
had signifcant relationships. Students expressed that game-based learning promoted
improvements in the learning process.