| dc.description.abstract | However, there is a lack of research on comprehensive investigation of gender, cognitive styles, self-efficacy, prior knowledge, learning performance, learning motivation, and game performance.
The participancs of this study were 58 nineth grade high school learners, aged between 14 and 15. The experiment was divided into different groups according to learners′ individual differences, including gender, cognitive styles, self-efficacy, prior knowledge and feedback types. The experiment lasted for eight days. On the first day, the cognitive styles scale was implemented, as well as the pre-test of the Mandarin language learning performance test, the learning motivation scale, and the self-efficacy scale. The second to seventh days were the operation of the digital game-based learning system. On the eighth day, the post-test of Mandarin language learning performance test, the learning motivation scale, and the self-efficacy scale were implemented.
The main results of this study are as follows: in terms of gender (1) female learners′ overall learning motivation and aspects of internal goal orientation, external goal orientation, work value, self-efficacy, and expected success were significantly higher than male learners. However, the aspect of emotional orientation of male learners was significantly higher than that of female learners. In other words, male learners attributed failure more to negative emotions than female learners; (2) In terms of pre-test of learning performance and pre-test of learning performance (middle) and post-test (difficult) post-test, female learners performed better than male learners, but male learners improved their learning performance (middle) more compared to female learners. In other words, learning performance (middle) of male learners had significant progress. In terms of self-efficacy, (1) learners with low self-efficacy, in the learning motivation, had higher scores in the external goal-oriented and expected success than those with high self-efficacy. In other words, through clear task setting, it helped learners with low self-efficiency establish goals. In terms of cognitive styles, (1) field-independent learners performed better in the change of overall learning motivation and locus of control than field-dependent learners; (2) field-independent learners’ accuracy of performance of the game level (difficult) and the overall game correction rate were better than those of field-dependent learners. In terms of feedback type, (1) the detailed feedback type group was better than the simple feedback type group in the post-test of learning performance (middle). In other words, the detailed feedback type could effectively improve the game performance in the learning performance (middle); (2) In the feedback type, the accuracy of the game performance (middle) and the correction rate of the game performance (difficult) were better than the simple feedback type group. In other words, the detailed feedback type could provide complete information, so it helped the learner′s game performance. In addition, the interactions of gender and feedback types had not reached a significant level of learning performance, indicating that the two factors of learners′ gender and feedback type had not reached a significant impact on learning performance at the same time. In the results of correlation, we found that overall learning motivation, self-efficacy and overall learning performance were significantly positively-correlated to each other. The overall learning performance was significantly positively-correlated with overall game performance. In addition, there were significant positive correlations between the various aspects of game performance.
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