While game-based learning (GBL) environments have been shown to facilitate learning, in culturally diverse populations (e.g., university classrooms), GBL may only appeal to a subset of the population. We investigated how culture may relate to acceptability of GBL in undergraduate students. We performed online, survey-based research with 489 undergraduate students (66.9 % female) at a Canadian university to assess how their (1) level of Canadian identity (cultural integration) and (2) other cultural associations (e.g., East Asian, South Asian, Middle Eastern, European, North American) related to students' views on GBL, while adjusting for prior gaming exposure and gender. We found that perceptions of Canadian identity were strongly and positively related to views on GBL, which can be explained by Canadians' affinity to playful learning opportunities and familiarity with video-gaming. Students who identified as East Asian had the most positive views compared to all other cultural groups, irrespective of their integration in Canadian culture. Surprisingly, previous gaming exposure was negatively associated with the acceptability of GBL, though this relationship became more positive as students’ identification with Canadian culture increased. Males had overall more positive views on GBL than females. Our findings give insight into cultural considerations for the design and evaluation of GBL for international populations. Our results are limited by the small sample sizes of certain cultural sub-groups, treating ordinal variables as ratio in our regressions, and through defining and assessing culture based on geographical regions. Future research should assess culture more broadly and survey populations internationally and especially from underrepresented cultural groups.

虽然基于游戏的学习（GBL）的环境中已经显示出促进学习，在多元文化的人群（如，大学课堂），GBL可能只吸引人口的一个子集。我们研究文化可以如何与本科学生GBL的可接受性。我们进行的在线，与加拿大某大学489名本科生（66.9％为女性），以调查为基础的研究，以评估如何加拿大身份（文化融合）和（2）其他文化协会（例如，东亚，南亚的自己（1）水平亚洲，中东，欧洲，北美），涉及到学生对GBL的看法，同时调整了之前的游戏曝光和性别。我们发现加拿大的身份是观念强烈的正相关的GBL的看法，可以通过加拿大人解释 亲和力俏皮的学习机会，并与视频游戏的熟悉程度。谁确定为东亚学生们最积极的意见相比，所有其他文化群体，不论他们在加拿大的文化整合。出人意料的是，以前的游戏曝光呈负GBL的接受程度相关联，尽管这种关系变得更加积极的，因为学生对加拿大文化认同增加。男性对GBL比女性总体比较积极的看法。我们的研究结果给予洞察GBL的国际人群设计和评价文化方面的考虑。我们的研究结果是由一定的文化子组的小样本的限制，治疗序变量比在我们的回归，并通过定义和基于地理区域评估文化。