An application of adaptive games-based learning based on learning style to teach SQL

Highlights

• Systematic review of the literature presenting empirical evidence on adaptive GBL.

• Evaluation of an adaptive GBL RPG game based on the Felder-Silverman learning style.

• Learning effectiveness analysis on paper-based learning and learning through games.

• Results show the game groups improve learning effectiveness.

• Results show in-game adaptive game group has shortest completion times.

Abstract

The fact that each student has a different way of learning and processing information has long been recognised by educationalists. In the classroom, the benefits derived from delivering learning content in ways that match the student's learning style have also been identified. As new modes of delivery of learning content such as computer-assisted learning systems (e.g. eLearning) have become increasingly popular, research into these has also identified the benefits of tailoring learning content to learning styles. However, in games-based learning (GBL), the adaptation based on learning style to enhance the educational experience has not been well researched. For the purpose of this research, a game with three game modes has been developed: 1) non-adaptivity mode; 2) a mode that customises the game according to the student's learning style identified by using a learning style questionnaire; and 3) a mode that has an in-game adaptive system that dynamically and continuously adapts its content according to the student's interactions in the game.

This paper discusses the term adaptivity in a GBL context and presents the results of an experimental study investigating the differences in learning effectiveness of the different game modes compared to a paper-based learning. The study was performed with 120 Higher Education students learning the database language SQL (Structured Query Language). The results show that the game developed, regardless of mode, produced better learning outcomes than those who learned from a textbook while adaptive GBL was better in terms of allowing learners to complete the tasks faster than the other two game versions.

Introduction

The fact that each student has a different way of learning and processing information has long been recognised by educationalists (Felder and Brent, 2005, Kolb, 1984). In the classroom, the benefits derived from delivering learning content in ways that match the student's learning style have also been identified (Price, 2004, Smith and Renzulli, 1984). As new modes of delivery of learning content such as computer-assisted learning systems (e.g. eLearning) have become increasingly popular, research into these has also identified the benefits of tailoring learning content to learning styles (Miller, 2005).

However, as Connolly and Stansfield (2006) have suggested, eLearning simply replicates the traditional education system (classroom style) and may be overly focussed on method of delivery, i.e. delivering materials over the web rather than on actual teaching and learning, and indeed motivating and engaging the students in the learning process. In contrast, games, particularly video games, appear to be able to engage people over extensive periods of time and also motivate them to re-play the game repeatedly until they have mastered it (Kirriemuir & McFarlane, 2004). Therefore, some educationalists (for example, Prensky, 2006) have considered games to be a potential platform in supporting student learning and have turned their attention to what is now called games-based learning (GBL).

While many GBL applications have been developed in the last two decades, there remains a lack of empirical evidence to support the use of GBL for learning purposes (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012). Given that there appears to be genuine advantages for learning outcomes to be derived from the adaptation of teaching materials to learning styles in the classroom and remotely through eLearning, it may also be possible that GBL applications that are adapted to the individual's learning style would improve learning outcomes.

Kirriemuir and McFarlane (2004) have suggested that games, unlike classroom learning or eLearning, provide a different type of engagement as they demand constant interaction and generate a ‘flow’ that could assist in engaging students. It is therefore possible for students to adopt different leaning styles in GBL than they adopt in other learning settings.

In the next section, adaptivity is discussed followed by a short review of learning style theories and a review of previous empirical work in adaptive GBL particularly those based on learning styles. Section 3 presents the game that has been created for this research study and Section 4 discusses the research methodology used to evaluate the game. Section 5 discusses the evaluation of the adaptive GBL application. The evaluation includes analysis of the difference in learning effectiveness and completion times between experimental groups. Section 6 provides conclusions from the study and discusses future research directions.