Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay

2021 ◽  
Vol 28 (4) ◽  
pp. 1-49
Author(s):  
Sultan A. Alharthi ◽  
George E. Raptis ◽  
Christina Katsini ◽  
Igor Dolgov ◽  
Lennart E. Nacke ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Individual Differences ◽  
Cognitive Style ◽  
Team Performance ◽  
Team Member ◽  
User Study ◽  
Cognitive Styles ◽  
Mental Load ◽  
Field Dependent ◽  
Player Experience

In multiplayer collaborative games, players need to coordinate their actions and synchronize their efforts effectively to succeed as a team; thus, individual differences can impact teamwork and gameplay. This article investigates the effects of cognitive styles on teams engaged in collaborative gaming activities. Fifty-four individuals took part in a mixed-methods user study; they were classified as field-dependent (FD) or independent (FI) based on a field-dependent–independent (FD-I) cognitive-style-elicitation instrument. Three groups of teams were formed, based on the cognitive style of each team member: FD-FD, FD-FI, and FI-FI. We examined collaborative gameplay in terms of team performance, cognitive load, communication, and player experience. The analysis revealed that FD-I cognitive style affected the performance and mental load of teams. We expect the findings to provide useful insights on understanding how cognitive styles influence collaborative gameplay.

The Role of Field Dependent/Independent Styles in Learning and Teaching

2020 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Cognitive Style ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Teaching Style ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Early Childhood Classroom ◽  
Intellectual Style ◽  
Field Dependent ◽  
Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

scholarly journals The effect of problem based learning by cognitive style on critical thinking skills and student retention

2020 ◽  
Vol 10 (2) ◽  
pp. 271
Author(s):  
Syamsul Arifin ◽  
Punadji Setyosari ◽  
Cholis Sa’dijah ◽  
Dedi Kuswandi
Keyword(s):  
Critical Thinking ◽  
Student Retention ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Field Independent ◽  
Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

scholarly journals SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

2020 ◽  
Vol 13 (3) ◽  
pp. 71-79
Author(s):  
Irina Ivanovna Shoshina ◽  
Elena Evgenievna Chauzova
Keyword(s):  
Cognitive Style ◽  
Interpersonal Communication ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Polar Field ◽  
Interpersonal Interaction ◽  
Field Independence ◽  
Intellectual Activity ◽  
Team Interaction ◽  
Field Dependent

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

scholarly journals Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles

2021 ◽  
Vol 8 (1) ◽  
pp. 75-89
Author(s):  
Muthmainnah Muthmainnah ◽  
Marwan Ramli ◽  
M Ikhsan
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Real Life ◽  
Metaphorical Thinking ◽  
Algebraic Problem ◽  
Field Independent ◽  
Field Dependent ◽  
Looking Back ◽  
Banda Aceh

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

2019 ◽  
Author(s):  
YL Sukestiyarno and Mellawaty .
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Class Viii ◽  
The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent fields and independent fields. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

Towards Implicit User Modeling Based on Artificial Intelligence, Cognitive Styles and Web Interaction Data

2014 ◽  
Vol 23 (02) ◽  
pp. 1440009 ◽  
Author(s):  
Efi Papatheocharous ◽  
Marios Belk ◽  
Panagiotis Germanakos ◽  
George Samaras
Keyword(s):  
Artificial Intelligence ◽  
Individual Differences ◽  
User Modeling ◽  
User Study ◽  
Cognitive Styles ◽  
Interactive Systems ◽  
Interaction Data ◽  
Web Based ◽  
Content Representation ◽  
Different Dimensions

A key challenge of adaptive interactive systems is to provide a positive user experience by extracting implicitly the users' unique characteristics through their interactions with the system, and dynamically adapting and personalizing the system's content presentation and functionality. Among the different dimensions of individual differences that could be considered, this work utilizes the cognitive styles of users as determinant factors for personalization. The overarching goal of this paper is to increase our understanding about the effect of cognitive styles of users on their navigation behavior and content representation preference. We propose a Web-based tool, utilizing Artificial Intelligence techniques, to implicitly capture and find any possible relations between the cognitive styles of users and their characteristics in navigation behavior and content representation preference by using their Web interaction data. The proposed tool has been evaluated with a user study revealing that cognitive styles of users have an effect on their navigation behavior and content representation preference. Research works like the reported one are useful for improving implicit and intelligent user modeling in engineering adaptive interactive systems.

scholarly journals Analyzing students’ abstraction in learning common tangent lines of two circles based on cognitive styles

2019 ◽  
Vol 12 (2) ◽  
pp. 94-108
Author(s):  
Wirani Sumekar ◽  
Farida Nurhasanah ◽  
Sutopo Sutopo
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Prior Knowledge ◽  
Cognitive Styles ◽  
Common Tangent ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
Cognitive Actions ◽  
And Task

[English]: This study was aimed to describe the abstraction process of students with different cognitive styles in learning common tangent lines of two circles using recognizing, building-with, and construction (RBC) model. This qualitative research collected data through questionnaires, written tests, and task-based interviews. Eight students with field-dependent and field-independent were involved as the subjects. The interview transcripts were analyzed and grouped into cognitive actions of the RBC model. Findings showed that to reach the stage of construction activities, field-dependent students tend to need guidance and more time in recognizing and constructing the concept of a common tangent of two circles using their prior knowledge. Meanwhile, field-independent students tend to directly recognize and construct the concept using their prior knowledge so that they successfully constructed the concept of common tangent lines of two circles. This study shows that (1) field-dependent students use their prior knowledge that relates to the concept of common tangent lines of two circles less than field-independent students who tend to be able to use most of their prior knowledge relevant to the concept of common tangent lines of two circles, and (2) students who has similar cognitive style may not show the same success in abstraction process. Keywords: Abstraction, Circles, Common tangent line, Cognitive style, RBC Model [Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan abstraksi siswa SMP dengan gaya kognitif berbeda dalam mempelajari garis singgung pada dua lingkaran yang dianalisis menggunakan model RBC (Recognizing, Building-with, Construction). Data penelitian dikumpulkan melalui angket, tes tertulis, dan wawancara berbasis tugas. Delapan siswa dengan gaya kognitif field-dependent dan field-independent dipilih sebagai subjek penelitian. Data penelitian dianalisis berdasarkan rekaman wawancara yang sudah ditranskrip dan dikelompokkan berdasarkan tindakan kognitif model RBC. Hasil penelitian menunjukkan bahwa siswa field-dependent cenderung memerlukan petunjuk dan waktu lebih lama untuk mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu hingga sampai pada aktivitas konstruksi. Sementara siswa field-independent cenderung langsung mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu sehingga berhasil mengkonstruksi konsep garis singgung pada dua lingkaran. Penelitian ini menunjukkan bahwa (1) siswa field-dependent lebih sedikit menggunakan pengetahuan terdahulu yang berkaitan dengan konsep garis singgung dua lingkaran daripada siswa field-independent yang cenderung dapat melihat sebagian besar pengetahuan lama yang relevan dengan konsep garis singgung dua lingkaran, (2) siswa dengan gaya kognitif yang sama belum tentu menunjukkan keberhasilan yang sama pada proses abstraksi. Kata kunci: Abstraksi, Dua lingkaran, Garis singgung, Gaya kognitif, Model RBC  

scholarly journals Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Risa Mariana ◽  
Siti Khabibah ◽  
Siti Maghfirotun Amin
Keyword(s):  
Cognitive Style ◽  
Student Performance ◽  
Number Sense ◽  
Cognitive Styles ◽  
Complex Objects ◽  
Ability Test ◽  
Fifth Grade Students ◽  
Field Independent ◽  
Field Dependent ◽  
Improve Student Performance

Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.

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