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Relationship between learning styles and genres of games
ARTICLE

, , , Research Laboratory LaTICE, Tunisia ; , , School of Computing and Information Systems, Canada ; , National Sun Yat-sen University, Taiwan

Computers & Education Volume 101, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Computer based games for learning, like any other computer games, have different genres. They can be categorized as action, puzzle, strategy, and so on. On the other hand, different learners have different characteristics, such as learning styles, personality and cognitive traits. Because of that, they receive and process information differently. Recommending computer based games for learning, based on which genre suits a learner’s characteristics best, could enhance learners’ motivation and lead to a better learning experience. In this context, this study investigates the relationship between one of the learner characteristics, namely learning styles, and genres of games. In particular, this study proposes four relationships between two dimensions of Felder-Silverman learning style and four genres of computer games. In order to validate the proposed relationships, experimentation was conducted in a tertiary school in Tunisia (ISIG Kairouan) in which 74 participants answered two questionnaires about preferences on genres of games and learning styles. Data gathered from the instruments was analyzed through the use of the statistical test Chi-square. Results of the experimentation validated two relationships among four and rejected two. The confirmed relationships can be exploited by teachers and E-Learning recommendation systems in order to provide more personalized recommendations to learners.

Citation

Khenissi, M.A., Essalmi, F., Jemni, M., Kinshuk, Graf, S. & Chen, N.S. (2016). Relationship between learning styles and genres of games. Computers & Education, 101(1), 1-14. Elsevier Ltd. Retrieved August 21, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2016.05.005

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