Evaluating Gamer’s Cognition and Involvement on the Effectiveness of Gamifying Learning
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School of Humanities, Jinan University, CHINA
Department of Chemical and Materials Engineering, National University of Kaohsiung, TAIWAN
School of Art and Communication, Beijing Normal University, Zhuhai, CHINA
Online publication date: 2017-10-30
Publication date: 2017-10-30
EURASIA J. Math., Sci Tech. Ed 2018;14(1):109-115
Video Game-based learning has been an important way for practitioners to gear up for success. Advergames provide an exclusively learning environment in which video gamers pay full attention and thoroughly absorb information without interruption. But still very few studies have been devoted to understanding how individual’s self-construal and for cognitive product involvement with advergame format influences the evolution of players perception of brand personality. This study was consisted of an experimental study in which a series of advergames was created and two distinct brands: a high and a low cognitively involving products were included as the stimulus. The study identified key measures of effectiveness in the context of 195 American and Chinese participants as subjects were randomly assigned to one of the experimental conditions. This study used 2 X 2 factorial between-subjects design. The two factors were individual’s self-construal (interdepend and independent) and cognitive product involvement (high and low). The results revealed that the players with interdependent self-construal reported a greater influence on perception of brand personality than the players with independent self-construal. The results further verified an influence of self-construal on perception of brand personality in the different product involvement.
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