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In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players' interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE "Zeldenrust". The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated.

The challenge in serious games is to improve the effectiveness of learning by stimulating relevant cognitive processes. In this paper, we investigate the potential of surprise in two experiments with prevocational students in the domain of proportional reasoning. Surprise involves an emotional reaction, but it also serves a cognitive goal as it directs attention to explain why the surprise occurred and can play a key role in learning. In our experiments, surprises were triggered by a surprising event, ie, a nonplaying character who suddenly appeared and changed characteristics of a problem. In Experiment 1--comparing a surprise condition with a control condition--we found no overall differences, but the results suggested that surprise may be beneficial for higher level students. In Experiment 2, we combined Expectancy strength (Strong vs. Weak) with Surprise (Present vs. Absent) using higher level students. We found a marginal overall effect of surprising events on learning indicating that students who experienced surprises learned more than students who were not exposed to these surprises but we found a stronger effect of surprise when we included existing proportional reasoning skill as factor. These results provide some evidence that a narrative technique as surprise can be used in game-based learning for the purpose of learning.

It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N = 5,547; motivation: k = 31, N = 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d = 0.29, p less than 0.01) and retention (d = 0.36, p less than 0.01), but they were not more motivating (d = 0.26, p greater than 0.05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups. (Contains 5 tables.)

Computer games can be considered complex learning environments in which players require instructional support to engage in cognitive processes such as selecting and actively organizing/integrating new information. We used meta-analytical techniques to test if instructional support enhances learning in game-based learning (k = 107, N[subscript adj] = 3675). We found that instructional support in game-based learning environments improved learning (d = 0.34, p less than 0.001). Additional moderator analyses revealed that the learning effect was largest when learning of skills was involved (d = 0.62, p less than 0.001) and when the instructional support aimed at the selection of relevant new information (d = 0.46, p less than 0.001). Furthermore, we found some evidence for a publication bias since the effect sizes for studies in peer-reviewed journals was significantly higher than for studies in proceedings and unpublished studies (journals: d = 0.44; proceedings:d = 0.08; unpublished: d = 0.14). (Contains 5 tables and 1 figure.)

CoLiDeS + Pic is a cognitive model of web-navigation that incorporates semantic information from pictures into CoLiDeS. In our earlier research, we have demonstrated that by incorporating semantic information from pictures, CoLiDeS + Pic can predict the hyperlinks on the shortest path more frequently, and also with greater information scent, compared to earlier cognitive models of web-navigation like CoLiDeS that relied only on textual information from hyperlinks. In this article, we investigate the following research questions. First, would the increase in information scent have an impact on the actual user navigation behaviour? Second, do users actually follow the navigation path predicted by CoLiDeS + Pic? In other words, would CoLiDeS + Pic predict actual user navigation behaviour more accurately than CoLiDeS? We investigate these questions by varying the relevance of pictures on a web page and studying the impact of varying relevance on the user navigation patterns. We found that under the highly relevant picture condition, users were more accurate and took less time to finish their tasks. Also, under the highly relevant picture condition, CoLiDeS + Pic predicts significantly greater number of actual user clicks. There was no significant difference in model predictions between the lowly relevant picture condition and no-picture condition. These results validate the predictions made by CoLiDeS + Pic. (Contains 5 figures and 3 tables.)

We studied the effects of menu type, navigation path complexity and spatial ability on information retrieval performance and web disorientation or lostness. Two innovative aspects were included: (a) navigation path relevance and (b) information gathering tasks. As expected we found that, when measuring aspects directly related to navigation performance such as time and lostness, path complexity plays an important role. During navigation, expandable menus are more beneficial than sequential menus, especially for people with low spatial skills and when the semantic similarity between the information goal and the navigation path is high. When measuring aspects only related to information retrieval, once navigation has occurred, the effects of menu type depend on the spatial skills and the difficulty of the task itself. Participants with high skills perform well in all conditions. Participants with low spatial skills benefit from the use of expandable menus showing only problems with the sequential menu and when the tasks demanded more than simply combining information from different locations on a web page. The opposite pattern found with participants with medium spatial skills needs further research. (Contains 5 figures and 2 tables.)

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners' knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual's understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures. (Contains 8 figures, 4 tables, and 1 footnote.)

Serious games have a great potential for training and educating people in novel and engaging ways. However, little empirical research has been done on the effectiveness of serious games, and although early findings do point to a moderately positive direction, even less is known about why some games succeed in effectively educating while others do not. We therefore propose a serious game, "COgnition-based DEsign Rules Enhancing Decisionmaking TRaining In A Game Environment (Code Red: Triage)", which is designed to empirically test a number of cognition-based design guidelines in the context of crisis management training that ameliorate mental model construction. Our purpose is to come to a set of design guidelines through empirical experiments that enhance the instructional design of serious games and can be used in the development of future games. Furthermore a method is discussed to extract the mental structure players have built during gameplay.

Research on cognitive modeling of information search and Web navigation emphasizes the importance of "information scent" (the relevance of semantic cues such as link labels and headings to a reader's goal; Pirolli & Card, 1999). This article shows that not only semantic but also structural knowledge is involved in navigating the Web (Juvina, 2006). This article argues for considering both semantic and structural knowledge in modelling Web navigation. A cognitive model is proposed that uses information scent to account for user's judgments of relevance (a semantic dimension) and "path adequacy" (the semantic similarity between a navigation path and a user's goal) to account for user's efficiency in traversing a Web structure (a structural dimension). Two empirical studies show that abilities to represent and manipulate spatial structures are complementary to semantic abilities in accounting for Web navigation performance. (Contains 2 figures and 3 tables.)