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The aim of this work is to assess the learning effectiveness and motivational appeal of digital games for learning basic programming concepts, involving secondary education students. For this purpose, the Code.org\n            <jats:sup>\u00ae<\/jats:sup>\n            \u2019s activity named\n            <jats:italic>K-8 Intro to Computer Science<\/jats:italic>\n            was used. The study investigated students\u2019 attitudes from gaming activities to reveal the quality of their learning experience. Next, students\u2019 attitudes from games were correlated with their cognitive profile to reveal potential differences. Finally, students\u2019 performance from the digital games was assessed to reveal game-based learning (GBL) effectiveness compared to their cognitive styles. In the study, 77 students of two Greek high schools participated in the context of the European Code Week. The results suggest that these specific games, or similar educational computer games, can be exploited as effective and motivational learning environments within schools, as they provide a high-quality learning experience. Cognitive style was found to be a significant learning characteristic that should be taken into consideration when using digital games to learn programming.\n          <\/jats:p>","DOI":"10.1145\/2940330","type":"journal-article","created":{"date-parts":[[2016,9,29]],"date-time":"2016-09-29T19:06:10Z","timestamp":1475175970000},"page":"1-25","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":28,"title":["How Do Different Cognitive Styles Affect Learning Programming? 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