The effects of students' motivation, cognitive load and learning anxiety in gamification software engineering education: a structural equation modeling study

Past research has proven the significant effects of game-based learning on learning motivation and academic performance, and described the key factors in game-based design. Nonetheless, research on the correlations among learning motivation, cognitive load, learning anxiety and academic performance in gamified learning environments has been minimal. This study, therefore, aims to develop a Gamification Software Engineering Education Learning System (GSEELS) and evaluate the effects of gamification, learning motivation, cognitive load and learning anxiety on academic performance. By applying Structural Equation Modeling (SEM) to the empirical research, the questionnaire contains: 1. a Gamification Learning Scale; 2. a Learning Motivation Scale; 3. a Cognitive Load Scale; 4. a Learning Anxiety Scale; and 5. an Academic Performance Scale. A total of 107 undergraduates in two classes participated in this study. The Structural Equation Modeling (SEM) analysis includes the path directions and relationship between descriptive statistics, measurement model, structural model evaluation and five variables. The research results support all nine hypotheses, and the research findings also show the effects of cognitive load on learning anxiety, with strong learning motivation resulting from a low learning anxiety. As a result, it is further proven in this study that a well-designed GSEELS would affect student learning motivation and academic performance. Finally, the relationship model between gamification learning, learning motivation, cognitive load, learning anxiety and academic performance is elucidated, and four suggestions are proffered for instructors of software engineering education courses and for further research, so as to assist instructors in the application of favorable gamification teaching strategies.