Evaluating the Relationship between Cognitive Style and Pre-Service Teachers' Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms

Authors:
Rudy McDaniel;Robert Kenny
Affiliations:
Department of Digital Media, School of Visual Arts and Design, University of Central Florida, Orlando, FL, USA;Department of Leadership, Counseling, and Educational Technology, Florida Gulf Coast University, Fort Myers, FL, USA
Venue:
International Journal of Game-Based Learning
Year:
2013

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Abstract

This article explores the impact of perceptual cognitive styles on pre-service teachers' attitudes toward video games. Using a cognitive style continuum measuring field dependence and field independence, the authors conducted an exploratory study to measure the potential impact of cognitive style on pre-service teachers' dispositions towards the use of games in their future classrooms. Results showed that participants who planned on becoming teachers were generally found to be more field dependent than peers who elected other major fields of study. These participants also demonstrated a general reluctance towards using console games in their future classroom situations. After the brief experience playing the console game, however, these pre-service teachers' attitudes changed significantly with regards to their game playing attitudes and preferences.