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Incorporating customization and personalization into game-based learning: A cognitive style perspective
In recent years, customization and personalization were widely applied to accommodate the needs of different cognitive style groups. Such two approaches have different advantages and disadvantages but there is a lack of studies to compare these two approaches from the perspective of game-based learn...
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Published in: | Computers in human behavior 2016-12, Vol.65, p.359-368 |
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Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | In recent years, customization and personalization were widely applied to accommodate the needs of different cognitive style groups. Such two approaches have different advantages and disadvantages but there is a lack of studies to compare these two approaches from the perspective of game-based learning, which is currently popular in educational settings. To this end, we developed a customized game-based learning system and a personalized game-based learning system and conducted two empirical studies to examine how cognitive styles affected learner's reactions to these two game-based learning systems. The results from the customized game-based learning system showed that Holists might not always favor to listen to music because they frequently switched on/off music. On the other hand, Serialists did not prefer to use hints. In addition, learners with the customized game-based learning system had more positive perceptions while learners with the personalized game-based learning system had more negative perceptions though both systems were useful to enhance learners' learning performance, regardless of their cognitive styles.
•We investigated learners' reactions to customized and personalized game-based learning system.•Holists may not always favor to listen to music.•Serialists may not prefer to use hints.•Both customization and personalization were useful to student learning. |
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ISSN: | 0747-5632 1873-7692 |
DOI: | 10.1016/j.chb.2016.08.040 |