View in EDS PDF Full Text

Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach

Saved in:
Bibliographic Details
Title: Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwETCG6lioeibCEdxurIMYYoAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBoGrKqHHTbZD_kxAAIBEICBm7fCqa8Mc4lH-hKjON6clEqB_aLlJfVrqdOGDknow3fUoKBwE_RBgnEmUpn6pf33b5YlC-0Z2JEMIwnETVcP2n0a0lGJdMnpYitWdNoJddW-tuXU1ec2VUJX5fz0WgYm9Lnu3whDo316WJdOta5KbVbAcZWPuEJ6meUGgkqybgELq5RZhk5akJK9H_FrlFGejfpWAj-al5jritqB
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1157981
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chen%2C+Zhi-Hong%22">Chen, Zhi-Hong</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Sherry+Y%2E%22">Chen, Sherry Y.</searchLink><br /><searchLink fieldCode="AR" term="%22Chien%2C+Chih-Hao%22">Chien, Chih-Hao</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2017 20(4):69-77.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 9
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Vignettes%22">Vignettes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Learning%22">Sequential Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 35
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.ifets.info/journals/20_4/7.pdf" linkWindow="_blank">http://www.ifets.info/journals/20_4/7.pdf</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1157981
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1157981
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 69
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Sequential Learning
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Students' Reactions to Different Levels of Game Scenarios: A Cognitive Style Approach
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chen, Zhi-Hong
      – PersonEntity:
          Name:
            NameFull: Chen, Sherry Y.
      – PersonEntity:
          Name:
            NameFull: Chien, Chih-Hao
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-electronic
              Value: 1436-4522
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational Technology & Society
              Type: main
ResultId 1