Exploring Different Cognitive Style Learners on the Digital Game Interface
Edutainment has drawn attention to related e-learning research over the past few decades. Previous research has shown a strong relationship between digital gaming and cognitive styles. It is beneficial for leaners with different cognitive styles to select suitable genres of digital games in their learning. Researchers found that the learners with different cognitive styles also revealed significant differences in navigation and linear/ non-linear learning with varied computer system interfaces. However, studies are seldom discussed how learners with different cognitive style select favorite game interfaces and genres. Therefore, this study is to investigate how learners with different cognitive styles select elements of favorite game interfaces and game genres. One hundred and fifty-three college students with gameplay experience participated in this study. They were separated into two groups by a hidden figure test. Thirty-six of them were categorized as field-dependent, while the other thirty-six participants were field-independent. The participants answered two questionnaires with high validity and reliability. The results indicated significant differences between the field-dependent and the field-independent learners in terms of “placement of interface elements,” “geometric figures,” and “tips” in interface navigation. Linear/non-linear learning also showed the same results. However, field-dependence and field-independence do not 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 gaming interfaces. According to the results of this study, it was beneficial for students with different cognitive styles to give suitable elements of gaming interfaces. It could also improve their learning achievement on game-based learning.
|關鍵詞||悅趣化學習、遊戲介面、遊戲偏好、認知風格、數位遊戲、game-based learning、interface design、game preference、cognitive style、digital game|