Effects of Cognitive Styles on Learning Performance and Gaming Behavior in a Programming Board Game

Abstract

The aim of the study was to examine the effects of different cognitive styles on the elementary students' learning performance and play behavior in a programming board game. This quasi-experimental design study lasted two weeks with 3 hours per week. The subjects were 25 field-independent and field-dependent 6th grade students (assessed by the Group Embedded Figures Test) who participated in a learning programming board game course. An ANCOVA (analysis of covariance) and t-test analysis were performed on the definitive test data. Conclusions of the findings are as follows. First, in the programming board game, field-independent learners achieved significantly improved learning outcomes over field-dependent learners. Second, although no significant difference was found in gaming behavior between field-independent and field-dependent learners, the field-independence group demonstrated more learning behavior related to the execution of complex thinking. This study suggests to provide differentiated instruction for learners of different cognitive styles, should be more to enhance the effectiveness of programming performance and positive gaming behavior.