The Impact of Game Playing on Students' Reasoning Ability, Varying According to Their Cognitive Style.

Saved in:

Bibliographic Details
Title:	The Impact of Game Playing on Students' Reasoning Ability, Varying According to Their Cognitive Style.
Authors:	Tsung-Yen Chuang¹ chuangyen@mail.nutn.edu.tw, Yeh, Martin K.-C.² martin.yeh@psu.edu, Yu-Lun Lin¹ allenwubai@gmail.com
Source:	Educational Technology & Society. Jul2021, Vol. 24 Issue 3, p29-43. 15p.
Subject Terms:	Cognitive styles, School children, *Cognitive ability, Video game design, Adventure games
Abstract:	Students with different cognitive styles benefit from different instructional strategies, including learning through playing video games. Although playing video games can be an effective learning method, we do not know its impact on the reasoning ability of students with different cognitive styles. The purposes of this study are to investigate whether students with different cognitive styles improve their reasoning ability after playing video games and whether the effect is the same for all students. We used a pretest-posttest experimental design with multivariant analyses and found that elementary school students' reasoning ability improved reliably after playing a puzzle adventure game for four weeks, twice a week. In addition, field-independent students' reasoning ability improved reliably more than field-dependent students did. Students with different cognitive styles also demonstrated noticeably different information search strategies during game playing. Our work answers the questions regarding the impact of playing video games in students' reasoning ability and in students with different cognitive styles. We also suggested guidelines of designing educational video games for fielddependent and field-independent students. Future studies are needed to expand our understanding to the relationships between other types of video game, cognitive ability, and cognitive styles. [ABSTRACT FROM AUTHOR]
	Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Students with different cognitive styles benefit from different instructional strategies, including learning through playing video games. Although playing video games can be an effective learning method, we do not know its impact on the reasoning ability of students with different cognitive styles. The purposes of this study are to investigate whether students with different cognitive styles improve their reasoning ability after playing video games and whether the effect is the same for all students. We used a pretest-posttest experimental design with multivariant analyses and found that elementary school students' reasoning ability improved reliably after playing a puzzle adventure game for four weeks, twice a week. In addition, field-independent students' reasoning ability improved reliably more than field-dependent students did. Students with different cognitive styles also demonstrated noticeably different information search strategies during game playing. Our work answers the questions regarding the impact of playing video games in students' reasoning ability and in students with different cognitive styles. We also suggested guidelines of designing educational video games for fielddependent and field-independent students. Future studies are needed to expand our understanding to the relationships between other types of video game, cognitive ability, and cognitive styles. [ABSTRACT FROM AUTHOR]
ISSN:	11763647