Gestalt Perception: A Game Designed to Explore Players' Gameplay Self-Efficacy and Anxiety Reflected in Their Learning Effects

Autor/inn/en	Hong, Jon-Chao; Hwang, Ming-Yueh; Hsu, Hui-Ting; Tai, Kai-Hsin
Titel	Gestalt Perception: A Game Designed to Explore Players' Gameplay Self-Efficacy and Anxiety Reflected in Their Learning Effects
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 3, S.441-458 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tai, Kai-Hsin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1967819
Schlagwörter	Game Based Learning; Self Efficacy; Anxiety; Cognitive Style; Grade 6; Middle School Students; Predictor Variables; Foreign Countries; Electronic Learning; Interaction; Instructional Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Angst; Cognitive styles; Kognitiver Stil; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Ausland; Interaktion; Unterrichtserfolg
Abstract	Gestalt perception relates to inferring a holistic scene from separate elements. Using this theory, an application game named Gestalt Puzzle was designed for students to play by recognizing a few parts of an image to reason the whole image of a particular object. Cognitive style can be divided into field independence (FI) and field dependence (FD) depending on individuals' ability to identify minor components of a whole image. To understand the gameplay learning effect, this study explored how players' field-independent cognitive style (FI-CS) interacted with their gameplay performance as the two types of cognitive styles were mediated by their self-efficacy and gameplay anxiety in a competition setting. Data from 112 sixth-grade students were collected for confirmatory factor analysis with structural equation modeling. First, participants completed a trial to familiarize themselves with the functions and mechanism of the game; second, all of the participants were divided into teams to compete against each other for 15 minutes by identifying Chinese paintings; they then completed a questionnaire. The results of this study indicated that FI-CS was positively related to gameplay self-efficacy, but negatively related to gameplay anxiety; perceived utility value could be positively predicted by gameplay self-efficacy, but negatively predicted by gameplay anxiety; and perceived value was positively related to game performance. Moreover, FI-CS was positively related to perceived value mediated by gameplay self-efficacy and gameplay anxiety. The implication of this study is that the Gestalt perception game may engage FI-CS learners with higher levels of gameplay self-efficacy, perceived value, and performance, but a lower level of gameplay anxiety. The present study findings imply that teachers can use Gestalt perception games to promote students' learning of Taiwanese culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01