Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance

Abstract There has been a little research on emotion, cognitive load, or learning performance for digital game-based (DGBL). However, there is still dearth of investigating the interactive effects scaffolding DGBL and style above three outcomes. Participants were 97 middle-aged elder adults from community college randomly assigned into groups. Taking prior knowledge as covariate, 3 × 2 two-way MANCOVA was adopted to verify (hard DGBL, soft non-scaffolding DGBL) (Serialist Holist). The findings presented that exited significantly performance. In hard Serialist learners better than those Holist learners. Conversely, in Learning using DGBL. demonstrated concrete contributions implications practical promotion theoretical development. This study ensures sufficiency applying cognitive-affective theory with media (CATLM), load suggesting extend application these theories scaffolding.