TY - JOUR
T1 - Students' reactions to different levels of game scenarios
T2 - A cognitive style approach
AU - Chen, Zhi Hong
AU - Chen, Sherry Y.
AU - Chien, Chih Hao
N1 - Funding Information:
The authors would like to thank the Ministry of Science and Technology of the Republic of China, Taiwan for their financial support under contract number (MOST-101-2511-S-155-004-MY2, MOST-103-2511-S-008 -010 - MY3).
PY - 2017
Y1 - 2017
N2 - 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.
AB - 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.
KW - Cognitive styles
KW - Game-based learning
KW - Situated contexts
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M3 - Article
AN - SCOPUS:85032189067
SN - 1176-3647
VL - 20
SP - 69
EP - 77
JO - Educational Technology and Society
JF - Educational Technology and Society
IS - 4
ER -