Investigation of pedagogical agent and feedback types by academic success, flow experience and cognitive load in a game based learning environment

In this study, it is aimed to investigate pedagogical agent (with / without) and feedback types (explanatory / confirmatory) by achievement, flow experience and cognitive load in a game-based learning environment. Within the scope of the study, a 10-level game for Excel was developed and four versions of the game were prepared in the context of pedagogical agent and feedback types. In the research, one of the mixed method designs, the explanatory sequential design was used. in 4 different experimental groups. For the quantitative data of the study, Excel achievement test, flow experience scale, cognitive load scale, elapsed time, skill and difficulty levels questions, and for qualitative data open-ended interview form and semi-structured interview technique were used. Descriptive statistics, 2x2x3 mixed ANOVA, MANOVA, correlation analysis, structural equation modeling and content analysis were used in the analysis of the data. According to the findings, pre-test, post-test and follow-up test achievement scores of participants differed significantly regardless of pedagogical agent and feedback type. In all groups, students expressed opinions that support quantitative data about the learning process. It was determined that there was no significant difference in cognitive load, flow experience, skill level and difficulty level according to educational agent and feedback types, but confirmatory feedback groups differed significantly in the context of elapsed time. It was determined that there were significant relationships between the dependent variables of the study and a model was proposed for these relationships. The results of the research are discussed in the light of the literature and suggestions are presented for future research and applications. Keywords: Flow experience, cognitive load, pedagogical agent, feedback, game-based learning