摘要： 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. •We examine influences of a videogame on cognitive styles and prior ability.•Field independent students make better learning achievement.•Field dependent students demonstrate higher frustration tolerance.•Low-ability students made significant improvement than high-ability students.•Low-ability students also demonstrate higher frustration tolerance in this study. 出版者： Elsevier Ltd 出版日期： 2015-10-01 出處： Computers and education, 2015-10, Vol.88, p.399-407 資源來源： Elsevier ScienceDirect Journals Complete 版權： 2015 Elsevier Ltd 識別號： ISSN: 0360-1315 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2015.08.006
