Abstract
<p>A study is presented that compared the online learning activities and learning style preferences of video game players and nonplayers. A total of 1,258 students across seven postsecondary institutions near Seoul, South Korea, rated their experiences with video game play alongside their online learning activities and preferences toward learning styles that share characteristics with many of today’s games. Utilizing a causal-comparative approach, descriptive and inferential statistical analyses were used to quantitatively examine the groups. At first glance, the findings revealed that the players were more involved in online learning activities than the nonplayers. Namely, the players (a) took more online courses and/or training per year; (b) shared ideas, documents, information, and/or knowledge online; (c) read and/or contributed to blogs; (d) used the Internet to complete school assignments; and (e) used email, instant message, chat (or other means) to communicate with instructors and peers. However, further examination revealed that the nonplayers held a stronger preference than the players for most of the learning styles examined. That is, the nonplayers preferred online courses and/or training that (a) presented graphics before text; (b) provided opportunities to multitask; (c) offered the ability to selectively access different parts of courseware, rather than linearly stepping through; and (d) were play- rather than work-centric. Although exceptions were found, on the whole, these findings suggest that arguments about today’s youth and their different learning preferences, as a result of exposure to and experience with technology, to include video games, may be premature and much more in-depth empirically supported research is needed before definitive conclusions can be safely drawn.</p>
Highlights
There is a widespread belief that today’s youth are profoundly different from those of past generations
We asked the question: Do those who play video games place a greater importance on nontraditional learning styles compared to those who do not play?
This article presented the findings of a study predicated on the belief that today’s youth are unlike the young people of generations past. They process information differently, which has been attributed to having grown up immersed in the technological advancements of the digital information age
Summary
There is a widespread belief that today’s youth are profoundly different from those of past generations. Some have even argued that they demonstrate preferences for learning styles never before seen (Prensky, 2001a, 2001b). While information and communication technology (ICT) is often cited as a cause and discussed in the context of this shift in learning among young people, video games are one of the technologies considered to have contributed to the distinct learning style preferences of today’s youth (Prensky, 2006). Some advocates of game-based learning view the role these games play in shaping how youth process information as being so important that they argue that “the young people of today understand instinctively that their games are their very best teachers” Video game players should show a greater preference for nontraditional learning styles than their nonplayer counterparts
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
