Gaming to learn: Learning styles and game strategies for online mathematics success.

摘要

Understanding college level instructional design practice may assist in determining how the use of learning styles and interactive game strategies in college level mathematics may improve student assessment scores for first and second year engineering students. This research examined the differences between assessment scores of participants who completed an online mathematics segment introduced as a prescribed pathway based on individual learning styles and enhanced with games, from participants who completed the non-enhanced version and without prior knowledge of individual learning styles. Statistical analysis of learning style and posttest data revealed use or non-use of games had little to no effect on posttest scores and there was no advantage to having prior knowledge to one's learning styles, or having content presented in a prescribed way.