The Relations among Young Children's Attention, Cognitive Load and Learning Effectiveness in Digital Game-Based Learning

[[abstract]]It's a new trend today how to give young children a happy and effective time in the digital game-based learning. However, the learning effectiveness in the digital game is still controversial. It seems that researchers need to consider about the effect of the moderator. Some studies have indicated that there is a strong association between attention and learning. In addition, the learning effectiveness will vary on the level of cognitive load. Therefore, the purpose of this study is to explore the relations among young children’s attention, cognitive load, learning effectiveness in the digital game-based learning. By using attention as the independent variable, cognitive load as a moderate variable, and learning effectiveness as the dependent variable, researchers will collect data from 240 five-year-olds in Taipei. Young children’s recording in Tobii T60 eye tracker and their scores in the mathematical digital game-based learning will be used to examine the hypotheses as follows. Hypothesis 1: 1. The higher the young children’s intrinsic cognitive load, the more significances the relation between their attention and learning effectiveness in digital game-based learning. 2. The lower the young children’s intrinsic cognitive load, the less significances the relation between their attention and learning effectiveness in digital game-based learning. Hypothesis 2: 1. The higher the young children’s extraneous cognitive load, the more significances the relation between their attention and learning effectiveness in digital game-based learning. 2. The lower the young children’s extraneous cognitive load, the less significances the relation between their attention and learning effectiveness in digital game-based learning.