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Jointly varying intrinsic and extraneous load in a Reversi game to isolate germane load effects

Design · All designs
Evidence · 1 claim (1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

This design pattern uses a computer-based Reversi game with three conditions crossing a display factor affecting extraneous load (Black and White vs. L and rL disc arrangements) with a hint factor affecting intrinsic load. Participants were "divided into three groups: 21 for the no hint and Black and White condition; 19 for the hint presentation and" the other conditions, totalling 61. Learning gains from pre- to post-test across identical, near-transfer, and far-transfer problem categories index germane load assigned during training games.

Design Implications

Context

Requirements

  • A pre-test and post-test with identical, near-transfer, and far-transfer problem categories to measure score increases
  • Condition manipulations that vary extraneous load (disc displays) and intrinsic load (hint availability)

Constraints

Target Learners

  • novice game learners

Target Goals

  • game strategy learning in Reversi

Claims

Examples

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Key Sources

  • Miwa, K., Terai, H., & Mizuno, Y. (2017). Relations between cognitive resources and two types of germane load for learning. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017). International Association for Development of the Information Society. https://eric.ed.gov/?id=ED579478
Page metadata
Field Value
type design
id reversi-training-conditions-varying-intrinsic-and-extraneous-load
title Jointly varying intrinsic and extraneous load in a Reversi game to isolate germane load effects
description This design pattern uses a computer-based Reversi game with three conditions crossing a display factor affecting extraneous load (Black and White vs.
status review
generated by claude/unspecified on 2026-09-25
trust unverified — no one has confirmed this page's content
sources 1 — relations-between-cognitive-resources-and-two-types-of-germane-load-for-learning-2015

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