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Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes.
The learning characteristics are abstract conceptualization and active experimentation. Accommodating: Individuals with this kind of learning style prefer to do things practically. They are attracted to new challenges and solve problems intuitively. The learning characteristics are concrete experience and active experimentation. [5]
The principles of learning have been presented as an explanation for why learning games (the use of games to introduce material, improve understanding, or increase retention) can show such incredible results. [1]
Experiential learning can occur without a teacher and relates solely to the meaning-making process of the individual's direct experience. However, though the gaining of knowledge is an inherent process that occurs naturally, a genuine learning experience requires certain elements. [6]
Contextual learning has the following characteristics: emphasizing problem solving; recognizing that teaching and learning need to occur in multiple contexts; assisting students in learning how to monitor their learning and thereby become self-regulated learners; anchoring teaching in the diverse life context of students [clarification needed]
This approach viewed learning as interacting with incentives in the environment. For instance, Ute Holzkamp-Osterkamp viewed motivation as interconnected with learning. [1] Lev Vygotsky's zone of proximal development influenced educators to view learning activities in relation to the students' comfort zones. [2] [10]
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