The Impact of Personalization Feature on Students' Engagement Patterns in a Role-Playing Game: A Cultural Perspective

Autor/inn/en	Zhong, Lin; Xie, Yufei; Xu, Luqiang
Titel	The Impact of Personalization Feature on Students' Engagement Patterns in a Role-Playing Game: A Cultural Perspective
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.8357-8375 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhong, Lin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11529-z
Schlagwörter	Role Playing; Educational Games; Learner Engagement; Gender Differences; Student Interests; Cultural Differences; Student Attitudes; Teacher Student Relationship; Cultural Influences; Instructional Design; Teaching Methods + Suchen Sie Ihr Suchwort? Rollenspiel; Educational game; Lernspiel; Geschlechterkonflikt; Studieninteresse; Kultureller Unterschied; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The personalization feature has been implemented in various ways in educational games but the effectiveness of personalization feature on students' engagement was mixed in literature. Culture might be one possible reason but has been seldom explored in previous studies. This study filled in this gap by investigating the impact of the personalization feature on students' engagement patterns through the lens of culture. Results showed that the personalization game feature could engage students by capturing and maintaining students' attention and interest. Gender affected students' engagement patterns via cultural differences in attitudes toward time. Additionally, when the game was personalized, students' perceptions of student-teacher relation and group power would affect engagement patterns during gameplay and re-engagement in the future. Findings of this study demonstrated that the personalization game feature delivered via computers could be used to initiate and maintain students' engagement. Gender needs to be considered when utilizing games to engage students. Motivational design is needed to engage less active students in the personalized gaming environment. Students' cultural differences, such as perceptions of power distribution between students and instructors and power of group, need to be considered when designing personalized games. This study contributes to the field by explaining how gender influenced students' engagement patterns and why nonengagement was observed in some previous studies. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01