The influences of an interactive group-based videogame: Cognitive styles vs. prior ability

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16 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)399-407
Number of pages9
JournalComputers and Education
Volume88
DOIs
StatePublished - 9 Oct 2015

Keywords

  • Elementary education
  • Improving classroom teaching
  • Interactive learning environments
  • Media in education

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