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The instructional effects of customization features in child learning games have rarely been examined. This value‐added study addresses the existing gap with regards to user‐initiated cosmetic customization of environment elements (i.e., non‐avatar customization). Participants (N = 143; Mage = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between‐group differences: both for motivation‐related variables and learning outcome measures. These findings indicate that user‐initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study. Lay Description: What is already known: User‐initiated cosmetic customization (the term user‐initiated is afterwards left out of the text for brevity) refers to making choices about a game's visual or audio attributes without directly affecting the content of gameplay itself.Studies with non‐child learners showed that a sub‐type of cosmetic customization referred to as avatar customization (i.e., customization of learners' game characters) can be potentially beneficial for learning.The instructional efficiency of other sub‐types of cosmetic customization (i.e., customization of other elements, such as environmental ones) in game‐based learning for children is less clear. What this paper adds: Children (Grades 3–4) prefer a game with a cosmetically customizable environment over its non‐customizable counterpart: but only when they can contrast these two versions (not when they cannot contrast them).Children enjoy learning and learn equally from customizable and non‐customizable games. Implications for practice: Game‐based learning with cosmetic customization features of game's environment can be used for learning without risk of harming learning outcomes.However, when children's autonomy in choosing instructional materials is restricted, there is little need to invest in the cosmetic customization of a game's environment elements.Cosmetic customization of a game's environment elements may play a more notable role when children are able to choose learning materials. [ABSTRACT FROM AUTHOR]

Anthropomorphizing graphical elements in multimedia learning materials improves learning outcomes. The reasons for enhanced learning are unclear. We extended a seminal anthropomorphism study in order to examine whether the effect of anthropomorphisms on learning outcomes, both immediate and delayed, is caused by the anthropomorphized elements' effects on attention distribution or by elevated positive affective–motivational states. The study had a partial 3 × 2 design (the materials' graphics: schematic vs. black‐and‐white anthropomorphisms vs. colourful anthropomorphisms × eye tracker: present vs. absent). The participants were university students (N = 181). Unexpectedly, we found no significant effect of anthropomorphisms on learning outcomes. Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. Modest effect on enjoyment was found, but no such effect was detected as concerns flow and generalized positive affect. We also found that the eye tracker's mere presence had slight adverse effects on learners, but these effects did not compromise learning. Lay Description: What is already known about this topic Anthropomorphizing graphical elements in multimedia learning materials (e.g., by adding eyes) generally enhances learning.This could be due to increased motivation or due to effects of the anthropomorphisms on attention distribution.Only one study has used eye tracking to test attention distribution effects of the anthropomorphisms in multimedia learning materials. What this paper adds We have extended a seminal anthropomorphism study by using an eye tracker.Unexpectedly, we found no effect of anthropomorphisms on learning outcomes and, with one exception, on motivational variables.Anthropomorphisms significantly affected attention distribution during initial fixations but not overall. The eye tracker's mere presence had slight adverse effects on learners (though these effects did not compromise learning). Implications for practice Anthropomorphisms in multimedia learning are not universally beneficial, but they do not seem to harm learning.The effects of anthropomorphisms on overall attention distribution (if they really exist) may be harder to detect than one would intuitively assume.Researchers should consider possible adverse effects from the very presence of the eye tracker in studies with motivational outcome variables. [ABSTRACT FROM AUTHOR]