Utilizing Cognitive Load Theory and Evidence-Centered Design to Inform the Design of Game-Based Learning Environments

Digital game-based learning (DGBL) environments are increasingly utilized to facilitate classroom instruction. For the game in our study, a formative stealth assessment tool, in the form of an intelligent tutoring system (ITS) is guided by evidence-centered assessment design (ECD). Cognitive Load Theory and ECD are utilized as diagnostic tools to analyze upsurges in hints delivered by the ITS and inform game design revisions that will promote improved learner support and learning outcomes.