数字学习环境中的文化距离影响

Abstract Digital learning settings (DLS) are increasingly used in higher education. As student populations become increasingly diverse, learners more often encounter gamified DLS whose design elements cue a culture other than their own. This may create a cultural distance between the learner’s own cultural values and those of the culture represented in the DLS. While findings of prior research on cultural distance in classroom contexts remain mixed, cultural distance in gamified DLS is largely unexplored. To address this gap, we investigated whether cultural distance influences task-related pe