Enhancing cognitive combat readiness: Gamers’ Behaviours concentrating on convergent learning style, tacit-latent, and kinetic-active knowledge acquisitions

Abstract

This study investigates gamers’ learning styles and knowledge acquisition behavioural patterns. It argues that gamers usually have different characteristics transforming themselves to gain distinctive competencies. In other words, this study mitigates gamers’ mechanistically distinctive attitudes and behaviours, enhancing their cognitive combat readiness, that they are on convergent learning style, tacit-latent, and kinetic-active knowledge acquisitions. Methodologically, it uses a field-experimental design using the “Clash Royale” game. Then, this research measures playing performances by average decks’ score, card collection, battle deck combinations, and the usage of gold and gems. Moreover, it collects gamer respondents using a purposive sampling method by identifying them on social media and then challenging them to play. This research finds that gamers acquire new knowledge to enhance their capabilities with convergent learning styles and familiarity with the tacit-latent and kinetic-active knowledge types. Thus, it demonstrates its attitude and behavioural validities because their inner motives construct themselves always to win the game matches genuinely. Hence, it explains that gamers generally are brilliant young individuals whose impact is to create their tactically contemporary style due to the learning cycle ending in that convergent style. Likewise, these gamers simultaneously seek flexibility to enhance the game kinetically or elastically. The authors reveal that gamers’ mental models show their learning styles and knowledge acquisition behaviours explained by their strong personalities, such as curious, workaholic, prestigious, and hedonic emotions.

Competing with Media Richness: Cognitive and Psychological Endowment Effects as the Fundamentally Pervasive Perspective of Learning Performance

“…The results of this analysis indicate that MR, as a facilitator and transmitter tool in the learning process, accelerates and clarifies cognitive absorption and learning achievement. Therefore, the dichotomous distinction of high-low MR role types affects students' convenience in adding knowledge to their cognitive abilities [27,49,52]. However, this research did not find that students with high cognitive and psychological endowment and high MR showed cognitive absorption and learning achievement that were in contrast to the others.…”

“…On the other hand, individuals with attached entities and insecure perspectives trigger self-validation goals, decreasing their learning performance. Therefore, this study posits Baum and Owen [47], Sher-Censor et al [16], Sriwidharmanely et al [48], and Sumiyana et al [49], who revealed that students with high-learning abilities could easily understand various levels of material compared to others. Moreover, they continue to make learning achievements, even utilising them in opportunistic conditions.…”

“…On the other hand, we reveal that the inability of MR to increase cognitive absorption, learning achievement, and attachment is because the essential characteristics of MR are technological facilitators and transmitter tools [17,18,32]. Meanwhile, learning outcomes are driven by the learning ecosystem, where other factors are more numerous and dominant in the natural induction of knowledge into cognitive students [10,29,49]. Therefore, we demonstrate that learning processes focus on the knowledge of the transformation process, which takes place perfectly.…”

“…This prioritisation could build students' self-determination because of improved knowledge endowment, innovating their faithfulness of appropriation. Furthermore, acquiring integrity and principled morality through students' faithfulness enhances their adaptive capabilities [49,72,75]. Thus, they could capture incremental knowledge by comprehending their endowed knowledge capital.…”

“…Therefore, cognitive and psychological involvement becomes critical to producing maximal learning performance. Furthermore, regarding the primary key to one's learning achievement, some extant research suggests that individuals' learning performance is associated with motivation [30,37], readiness [44,49], and maturity [54,55], as starting points to reach learning success [39,43,53]. In other words, this research explains that functional superiority develops when students control their psychological and cognitive endowments to focus on developing cognitive flows concerning the learning material presented, even in various MR.…”