Although using DGBL can improve learning motivation, enhancing motivation in a multimedia learning environment, where stimulating external materials (Mayer, 2001) and interaction in a complex intrinsic game-based learning environment (GBLE) exist, requires considerable cognitive investment from learners to process environmental and social stimulation.

Cognitive load is comparatively more challenging to manage during multimedia-based instruction because various stimuli, such as hot links, Internet excursions, and problems such as "seductive details" and "lost in hyperspace," may occur in GBLEs (Deimann & Keller, 2006).

Both nonlinear presentations of textual information and animated instructional messages commonly feature in GBLEs because they attract learners' attention and enhance their motivation; however, they also present ineffective cognitive loads.