The online learning activities and learning style preferences of video game players and nonplayers

What is it about?

This study (N = 1,258) compared the online learning activities and learning style preferences of video game players and nonplayers. South Korean postsecondary students rated their video game experiences, online learning activities, and learning style preferences that share characteristics with many of today’s games. The aim of this investigation was not to debate the educational value of video games, but rather offer evidence on the online activities and supposed learning style preferences of today's technology-savvy youth.

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Why is it important?

There is an impetus to investigate video games from the perspective of well-designed learning experiences, and the application of established instructional strategies and theories in the design of these games to promote learning. This includes learning “style” preference, which has been mentioned in the context of learning differences. Video games are one of the technologies considered to have contributed to the distinct learning preferences of today’s youth, contributing to the assumption that differences exist between players and nonplayers. At first glance, the findings revealed that players were more involved in online learning activities. However, further examination revealed that nonplayers held a stronger preference for most of the learning approaches examined. Raising questions about the suppositions made about youth and their unconventional learning habits, at least in the context of video game play.

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