Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles

Zeynep Cömert; Yavuz Samur

doi:10.17275/per.26.20.13.2

Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles

Abstract

Despite growing empirical support, limited research has examined how specific multimedia design principles influence both learning performance and affective experience (such as cognitive load and flow) in educational games. The question of how to establish a balance between learning and entertainment for games that have proven effective on learning success has still not been answered. In order to answer this question, within the scope of the research, four different versions of the same educational game were prepared based on the principles of pre-training, feedback and segmentation in multimedia design principles. Two knowledge tests, cognitive load and flow scales were used in this study, which was planned as a randomized experimental study with a pre-test post-test control group. In the study, which was carried out with the voluntary participation of seventh grade students studying at different campuses of a private school in Turkey. As a result, pre-training has a negative effect in terms of entertainment experience, it provides a statistically significant contribution in terms of learning performance. It has been concluded that knowledge-of-correct-response (KCR) feedback has a critical importance for learner success and different feedback designs such as progress bars support the learner experience in educational games. While the level system did not significantly influence intrinsic cognitive load, it significantly influenced flow experience.

Keywords

educational game, multimedia design, flow, cognitive load

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Details

Primary Language

English

Subjects

Specialist Studies in Education (Other)

Journal Section

Research Article

Authors

Zeynep Cömert ^*
0000-0002-1841-4194
Türkiye

Yavuz Samur
0000-0003-4269-7099
Türkiye

Publication Date

March 8, 2026

Submission Date

June 6, 2025

Acceptance Date

December 11, 2025

Published in Issue

Year 2026 Volume: 13 Number: 2

DOI

https://doi.org/10.17275/per.26.20.13.2

IZ

https://izlik.org/JA26KK95FW

APA

Cömert, Z., & Samur, Y. (2026). Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles. Participatory Educational Research, 13(2), 85-101. https://doi.org/10.17275/per.26.20.13.2

AMA

1.Cömert Z, Samur Y. Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles. PER. 2026;13(2):85-101. doi:10.17275/per.26.20.13.2

Chicago

Cömert, Zeynep, and Yavuz Samur. 2026. “Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles”. Participatory Educational Research 13 (2): 85-101. https://doi.org/10.17275/per.26.20.13.2.

EndNote

Cömert Z, Samur Y (March 1, 2026) Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles. Participatory Educational Research 13 2 85–101.

IEEE

[1]Z. Cömert and Y. Samur, “Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles”, PER, vol. 13, no. 2, pp. 85–101, Mar. 2026, doi: 10.17275/per.26.20.13.2.

ISNAD

Cömert, Zeynep - Samur, Yavuz. “Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles”. Participatory Educational Research 13/2 (March 1, 2026): 85-101. https://doi.org/10.17275/per.26.20.13.2.

JAMA

1.Cömert Z, Samur Y. Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles. PER. 2026;13:85–101.

MLA

Cömert, Zeynep, and Yavuz Samur. “Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles”. Participatory Educational Research, vol. 13, no. 2, Mar. 2026, pp. 85-101, doi:10.17275/per.26.20.13.2.

Vancouver

1.Zeynep Cömert, Yavuz Samur. Multimedia Design in Educational Game: Pretraining, Feedback and Segmenting Principles. PER. 2026 Mar. 1;13(2):85-101. doi:10.17275/per.26.20.13.2