Participants in the rule-based simulation game perceived it as demanding, and learning and applying its procedures and rules hindered investment in their learning goals¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants experienced the rule-based serious game as demanding, with its procedures and rules often hindering effort investment in learning goals; this extraneous cognitive load triggered more first-order responses from both participants and facilitators. → Marieke de Wijse-van Heeswijk 2025

Evidence¶

Marieke de Wijse-van Heeswijk 2025¶

Marieke de Wijse-van Heeswijk, Etienne A. J. A. Rouwette, Sander V. Meijerink. (2025). The learning effects of first, second, and third order interventions in a rule-based and open simulation game. Instructional Science. https://doi.org/10.1007/s11251-025-09715-w

q2 · i? · qualitative · r?

Qualitative finding from the two-case study comparing an extreme rule-based SG and a positive open SG. The article reports participants "perceived the rule-based serious game as demanding" because learning and applying procedures and rules hindered effort on learning goals.

"Participants perceived the rule-based serious game as demanding, as learning and applying its procedures and rules often hindered them from investing their efforts in achieving their learning goals."

Discussion¶

Learner Variables¶

• Working Memory — outcome: instruction changes it

Related Claims¶

• Struggling participants in the rule-based game initiated emergent facilitation — self-organized peer facilitation — which was fuelled by cognitive load, scope disturbances and high distance and supported first- and second-order learning — related
• Extraneous cognitive load arising from limited scope and high distance in the rule-based game pushed the facilitator toward first- and second-order interventions instead of the third-order interventions the learning goal required — a broader claim this one bears on
• In a rule-based simulation game with narrow scope and high distance, facilitator interventions were predominantly first- and second-order and participant learning was mainly first- and second-order — related
• Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — related
• ARPG+ shifts cognitive load composition toward productive effort and reduces overload frequency in simulation — related
• In an open simulation game with wide scope and low distance, second-order interventions effectively elicited second-order responses — related
• High task variability can overload working memory and reduce learning efficiency in some cases — related