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An investigation of the effect of individual cognitive preferences on learning through computer-based instruction

Pillay, Hitendra K. (1998) An investigation of the effect of individual cognitive preferences on learning through computer-based instruction. Educational Psychology, 18(2), pp. 171-182.

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    Abstract

    This paper reports a study investigating the effect of individual cognitive styles on learning through computer-based instruction. The study adopted a quasi-experimental design involving four groups which were presented with instructional material that either matched or mismatched with their preferred cognitive styles. Cognitive styles were measured by cognitive style assessment software (Riding, 1991). The instructional material was designed to cater for the four cognitive styles identified by Riding. Students' learning outcomes were measured by the time taken to perform test tasks and the number of marks scored. The results indicate no significant difference between the matched and mismatched groups on both time taken and scores on test tasks. However, there was significant difference between the four cognitive styles on test score. The Wholist/Verbaliser group performed better then all other groups. There was no significant difference between the other groups. An analysis of the performance on test task by each cognitive style showed significant difference between the groups on recall, labelling and explanation. Difference between the cognitive style groups did not reach significance level for problem-solving tasks. The findings of the study indicate a potential for cognitive style to influence learning outcomes measured by performance on test tasks.

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    ID Code: 41566
    Item Type: Journal Article
    Additional URLs:
    Keywords: individual cognitive styles, computer-based instruction, Riding
    DOI: 10.1080/0144341980180203
    ISSN: 0144-3410
    Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
    Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
    Divisions: Current > Schools > School of Cultural & Professional Learning
    Current > QUT Faculties and Divisions > Faculty of Education
    Copyright Owner: Copyright © 1998 Carfax Publishing Ltd
    Copyright Statement: This is an electronic version of an article published in [Educational Psychology, 18(2), pp. 171-182]. [Educational Psychology] is available online at informaworldTM
    Deposited On: 05 May 2011 08:43
    Last Modified: 25 Mar 2013 18:22

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