Exploring Different Cognitive Style Learners on the Digital Game Interface and Genre

• Main Authors: Han-bin Su, 蘇漢斌
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/04262133741977860896

碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 101 === Edutainment has drawn attention to related research in the area of e-learning recently. Previous research has demonstrated the relationship between digital games and cognitive styles. It had been benefitial for cognitive styles to select suitable genres of digital games in learning. In addition, researcher also found that different cognitive style learners showed significant differences in navigation and linear/non-linear learning of computer system interfaces. However, some studies are seldom discussed how different cognitive style learners select favorite game interfaces and genres respectively. Therefore, this study is to investigate how different cognitive style learners select elements of favorite game interfaces and game genres in respective. This study recruited 153 college students with gameplay experience as participants. They were separated into two groups by the hidden figure test. Thirty-six of them were field-dependent, while the other Thirty-six participants were field-independent. Furthermore, they were investigated by two homemade questionnaires with high validity and reliability. The results demonstrated that the field-dependent learners and the field-independent learners showed some significant differences toward “placement of interface elements,” “geometric figures,” and “tips” in interface navigation. Linear/non-linear learning also showed the same result. However, field-dependence and field-independence didn’t significantly correlate to game genres on preference differences. Additionally, this study found that the traits of “buttons” would affect the field-dependent learners and the field-independent learners to hold significant preferences on game interfaces. According to the results of this study, it was benefitial for different cognitive style learners to give suitable elements of game interfaces respectively. It should also improve their learning achievement on game-based learning.