| dc.description.abstract | In recent years, game-based learning has been widely employed in learning settings because it could enhance student learning in many aspects. For example, students’ learning perception and learning performance could be improved. On the other hand, students’ learning approaches have also being shifted from individual to collaborative learning. Hence, there is a trend of incorporating game-based learning into collaborative learning scenarios. In addition, the group composition in collaborative learning is another issue that needs to be focused on. However, various characteristics exist among every individual. To address this issue, this research aims to investigate students’ different reactions toward collaborative game-based learning from the aspects of human factors. Among various human factors, gender differences and cognitive styles are reported to have potential influences on student learning. Thus, two empirical studies were conducted to examine how grouping ways affect students’ learning performance, behavior and perception from the aspects of gender differences (Study 1) and cognitive styles (Study 2).
The findings from these two studies indicate that both grouping ways have great influences on students’ learning outcomes. More specifically, the heterogeneous groups in both studies demonstrated better learning performance and more effective learning behavior than the homogeneous groups. On the other hand, the results reveal that females (from Study 1) and Holists (from Study 2) demonstrate more positive learning perception than males and Serialists, respectively. Finally, a framework based on the results of two studies is proposed, which are not only to support collaborative learning but also to improve developments of personalized game-based learning systems. | en_US |