| dc.description.abstract | Digital game-based learning has been widely used in teaching and learning for recent years. Many studies have suggested that digital game-based learning can bring benefits to student learning, e.g., the improvement of students′ learning performance and the increase of learning motivation. However, each individual′s background, needs and learning preferences are different so it is doubtful whether digital game-based learning systems can be suitable to every learner. Thus, there is a need to consider individual differences. Among various human factors, this study focuses on cognitive styles, which refer to the way of learners processing and organizing information. Some previous scholars have found that cognitive styles play a key role in digital game-based learning. However, paucity of research examined the impacts of cognitive styles on gaming behavior and learning performance in the context of English game-based learning.
To fill this gap, this study aimed to address this issue. Among a variety of cognitive styles, this study focuses on differences between field-dependent and the field-independent learners. To comprehensively identify their differences, this study examined three research questions, i.e., (a) How the different cognitive styles affect learners ′ game behavior in English game-based learning; (b) How does the different cognitive styles affect learners ′ learning effectiveness in English game-based learning; (c) how gaming behavior and game performance of cognitive styles learners correlated to their learning performance. Game behavior pertained to the frequencies and time of using auxiliary tools while game performance was associated with scores obtained from the game. Learning performance was related to a difference between pre-test scores and post-test scores.
The results of this study showed that different cognitive style groups behaved differently. Regarding field-independent learners, the use of auxiliary tools did not have great impacts because they were good at developing their own information processing structure. In contrast, field-dependent learners relied on game descriptions, maps and other auxiliary tools to find solutions to the quests. Furthermore, field-independent learners demonstrated better learning performance than field-dependent learners, who needed to rely on auxiliary tools to improve their learning performance. .
On the other hand, the results showed that field-independent learners and field-dependent learners demonstrated similar learning performance but field-independent learners slightly demonstrated better mean scores than field-dependent learners. Therefore, multiple quests were beneficial for field-independent learners. In addition, the field-independent learners showed better abilities in second language learning. Conversely, field-dependent learners needed extra support to improve their learning performance.
Finally, the results show that different cognitive styles will use different game strategies, field -independent learners can be less than the use of auxiliary tools, but also in the game score higher than the field-dependent learners, while the field-dependent learners prefer external assistance. This might be because the digital game to introduce different cognitive style learner preferences can improve learner′s motivation. In other words, the appropriate digital game-based English learning was useful for field-independent and field-dependent learners to learn Phonics.
The results of this study can provide deep understandings of how to build a digital game-based learning system that can accommodate learners’ different cognitive styles. Moreover, these findings can guide designers, researchers, textbook designers and students on how to develop appropriate digital games that meet the needs of everyone, and thus achieve the goal of establishing a personalized game-based learning system. By doing so, the development of digital game-based learning system can be promoted in the future. | en_US |