Adaptive Hypermedia Driven Serious Game Design and Cognitive Style in School Settings: An Exploratory Study

Abstract

The potential value of adaptive hypermedia and game based learning to education and training has long been recognised, numerous studies have been undertaken in both those areas investigating its potential to improve learner performance. In particular research has indicated that tailoring content to match the prior knowledge of the user has the power to increase the effectiveness of learning systems. Recent studies have begun to indicate that Adaptive Hypermedia Learning Systems (AHLS) based on cognitive styles have the power to improve learner performance. Recent examples of research exploring avenues for effectively incorporating serious games into AHLS indicated that integrating serious games into a personalized learning environment has the potential educational benefits of combining a personalized delivery with increased learner motivation. The exploratory study presented in this paper here developed an Adaptive Hypermedia Driven Serious Game (AHDSG) based around Pask’s Holist-Serialist dimension of cognitive style. A prototype AHDSG was designed and developed to teach students about Sutton Hoo and archaeological methods. Sixty-six secondary school students participated in this study. Overall the findings of this study show that there was an improvement in performance among all participants. Although the participants that used the system which adapted to their preferred cognitive style achieved a higher mean gain score, the difference was not significant.