Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach
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| Title: | Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach |
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| Language: | English |
| Authors: | Chen, Zhi-Hong, Chen, Sherry Y., Chien, Chih-Hao |
| Source: | Educational Technology & Society. 2017 20(4):69-77. |
| Availability: | International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Foreign Countries, Undergraduate Students, Student Attitudes, Educational Games, Vignettes, Cognitive Style, Learning Modalities, Student Improvement, Preferences, Questionnaires, Achievement Tests, Quasiexperimental Design, Statistical Analysis, Holistic Approach, Sequential Learning |
| Geographic Terms: | Taiwan |
| ISSN: | 1436-4522 |
| Abstract: | Game-based learning comprises of a set of concrete scenarios, which can be presented with various presentation modalities (e.g., text, text with graphic, and context). Such presentation modalities disseminate information in different ways. On the other hand, cognitive styles affect how people process information. Accordingly, the study presented in this paper investigates the influences of cognitive styles on students' performance within different levels of game-based scenarios. More specifically, this study examines how students with different cognitive styles (i.e., Holist/Serialist) react to three presentation modalities (i.e., text, text with graphic, and context) in game-based scenarios. The results of an empirical study with 96 students revealed that all students made improvement, regardless of any presentation modalities. However, Holists significantly performed better than Serialists in the context version. According to the results, further suggestions for system design are discussed. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2017 |
| Access URL: | https://www.ifets.info/journals/20_4/7.pdf |
| Accession Number: | EJ1157981 |
| Database: | ERIC |
| Abstract: | Game-based learning comprises of a set of concrete scenarios, which can be presented with various presentation modalities (e.g., text, text with graphic, and context). Such presentation modalities disseminate information in different ways. On the other hand, cognitive styles affect how people process information. Accordingly, the study presented in this paper investigates the influences of cognitive styles on students' performance within different levels of game-based scenarios. More specifically, this study examines how students with different cognitive styles (i.e., Holist/Serialist) react to three presentation modalities (i.e., text, text with graphic, and context) in game-based scenarios. The results of an empirical study with 96 students revealed that all students made improvement, regardless of any presentation modalities. However, Holists significantly performed better than Serialists in the context version. According to the results, further suggestions for system design are discussed. |
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| ISSN: | 1436-4522 |
