Matching cognitive styles to computer-based instruction : an approach for enhanced learning in electrical engineering
Wageeh, Boles, Pillay, Hitendra K., & Raj, Leonard (1999) Matching cognitive styles to computer-based instruction : an approach for enhanced learning in electrical engineering. European Journal of Engineering Education, 24(4), pp. 371-383.
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An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.
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|Item Type:||Journal Article|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 1999 Taylor & Francis|
|Deposited On:||14 Mar 2011 11:20|
|Last Modified:||25 Mar 2013 18:22|
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