You are here:

The influences of an interactive group-based videogame: Cognitive styles vs. prior ability
ARTICLE

, Graduate Institute of Learning and Instruction, Taiwan ; , , Graduate Institute of Network Learning Technology, Taiwan

Computers & Education Volume 88, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study aims to investigate how cognitive styles and the levels of prior abilities influence frustration tolerance and learning achievement in an interactive group-based videogame named “Multiple-Choice Practice Island.” In the aspect of cognitive styles, differences between field dependent and field independent students were explored. The results show that field independent students make better learning achievement but field dependent students demonstrate higher frustration tolerance. Besides, the low-ability students significantly made more improvement than the high-ability students. The low-ability students also demonstrate higher frustration tolerance in this study. The findings can guide designers how to develop adaptive group-based videogames that match the needs of each individual.

Citation

Chang, B., Chen, S.Y. & Jhan, S.N. (2015). The influences of an interactive group-based videogame: Cognitive styles vs. prior ability. Computers & Education, 88(1), 399-407. Elsevier Ltd. Retrieved June 23, 2021 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.2015.08.006

Keywords