Cognitive load and gameplay interest affect learning progress in playing the Chinese Order of Stroke game mediated by flow experience
Abstract: Chinese Order of Stroke learning is essential for students to learn and maintain the order of Chinese characters. Teachers often use computer-supported Drill & Practice to develop students’ ability to write in the correct order, but devices are rarely designed to stimulate learners’ memory-manipulation cognitive processes. To enhance the effect of the stimuli, this study presents error of order by showing the color red for previous strokes if students continue to write the next order of strokes. To understand the effect of this device, students were invited to play a game called the Chinese Order of Strokes (COS) and identified their cognitive load, gameplay interest and flow after playing. The results revealed that cognitive load was negatively correlated to gameplay interest and flow; gameplay interest was positively correlated to flow; and flow was positively correlated to learning progress when playing time increased. The results implied that teachers can use this COS to add their