Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives

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Author(s): Brian Cameron (Pennsylvania State University, USA)
Copyright: 2008
Pages: 33
Source title: Handbook of Research on Instructional Systems and Technology
Source Author(s)/Editor(s): Terry T. Kidd (Texas A&M University, USA)and Holim Song (Texas Southern University, USA)
DOI: 10.4018/978-1-59904-865-9.ch031

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Research has indicated that the depth of information processing is influenced by the type and intensity of rehearsal methods. However, an efficient and effective strategy for employing feedback in online and computer-based educational gaming environments has yet to be determined. In addition, individual differences, such as cognitive style, have been given little consideration in instructional gaming research. This chapter empirically investigates the effect of using selected types of feedback (knowledge of response and elaborative) and gaming methods on delayed retention. The investigation also examines if a relationship exists between the cognitive style (field independent / field dependent) of the learner and the use of instructional gaming, using different forms of feedback.

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Gaming, Cognitive Style, and Feedback in the Achievement of Learning Objectives

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