Incorporating customization and personalization into game-based learning: A cognitive style perspective |
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Affiliation: | 1. Research Center for Science and Technology for Learning, National Central University, 300, Jhongda Rd., Jhongli District, Taoyuan City, 32001, Taiwan;2. Graduate Institute of Network Learning Technology, National Central University, 300, Jhongda Rd., Jhongli District, Taoyuan City, 32001, Taiwan;1. Department of Health Sciences and Technology, ETH Zurich, Switzerland;2. Spinal Cord Injury Center, Balgrist University Hospital, Zurich, Switzerland;1. E260, Paisley Campus, University of the West of Scotland, UK;2. E261, Paisley Campus, University of the West of Scotland, UK;3. E359, Paisley Campus, University of the West of Scotland, UK |
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Abstract: | 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. |
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Keywords: | Cognitive styles Customization Game-based learning Personalization |
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