The Role of Learning Styles in Game-Based Learning

Autor/inn/en	Wouters, Pieter; van der Meulen, Esmee S.
Titel	The Role of Learning Styles in Game-Based Learning
Quelle	In: International Journal of Game-Based Learning, 10 (2020) 1, S.54-69, Artikel 4 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2020010104
Schlagwörter	Cognitive Style; Educational Games; Preferences; Mathematics Education; Prevocational Education; Secondary School Students; Instructional Effectiveness; Learning Motivation; Active Learning; Reflection; Visual Learning; Verbal Learning; Individualized Instruction; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Educational game; Lernspiel; Mathematische Bildung; Enterprise education; Vorberufliche Bildung; Sekundarschüler; Unterrichtserfolg; Motivation for studies; Lernmotivation; Aktives Lernen; Visual education; Visuelles Lernen; Verbales Lernen; Individualisierender Unterricht; Ausland; Niederlande
Abstract	Adapting learning to the level and preferences of learners and game-based learning have increasingly received much attention. The current study examined whether learning styles based on the Felder-Silverman classification (perception, input, processing and organization of information) influence learning in GBL. Only the input and processing scales were found to be reliable. 109 students from prevocational-secondary education played a math game (proportional reasoning) after which learning gain and motivation were measured. Gameplay yielded no learning, but a median-split breakdown (prior knowledge) indicated that students with little prior knowledge did learn from the game, while those with much prior knowledge deteriorated. Subsequent multiple regression analyses revealed no predictive effect for motivation. The processing preference was predictive for learning: Students with an active processing preference performed better than students with a reflective processing preference. The discussion discusses consequences and a number of directions for follow-up research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01