The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge

With rapid advancements in digital technology and the booming gaming industry, digital game-based learning (DGBL) has become a crucial research area in education. Effective learning support in educational games could yield positive outcomes, while poorly designed learning support may hinder learner's flow and autonomy. Prior research has often focused on evaluating its effectiveness but overlooked its optimization based on design characteristics. This study conducted two experiments to explore how learning support design features impact learning outcomes by considering learners' characteristics. Study 1 examined the effects of learning support timing (pre-support vs. post-support) on learners with varying prior knowledge. Results revealed interactive effects between learning support timing and learners' prior knowledge on learning achievement, intrinsic cognitive load, and intrinsic motivation. Behaviorally, pre-support benefited novices while post-support benefited experts by improving learning performance and reducing frustration. Study 2 investigated the effects of the mode of support delivery (learner-controlled vs. system-controlled) on learners with different levels of prior knowledge. Findings indicated an interactive effect between the mode of support delivery and learners' prior knowledge on learning achievement. Behaviorally, system-controlled support helped novices by guiding their exploration, while experts benefited from learner-controlled support due to their competence in regulating their learning. Future research is encouraged to explore cognitive neural mechanisms to provide deeper insights into it.