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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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    Abstract

    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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    ID Code: 40274
    Item Type: Journal Article
    DOI: 10.1080/03043799908923572
    ISSN: 0304-3797
    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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