Computer assisted instruction and individual cognitive style preferences in learning : does it matter?
This paper reports the findings of a pilot study aimed at improving learning outcomes from Computer Assisted Instruction (CAI). The study involved second year nursing students at the Queensland University of Technology. Students were assessed for their preferred cognitive style and presented with either matched or mismatched instructional material. The instructional material was developed in accordance with four cognitive styles (Riding & Cheema, 1991). The findings indicate groups that received instructional material which matched their preferred cognitive style, possibly, performed better than groups that received mismatched instructional material. The matched group was particularly better in the explanation and problem solving tasks.
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|Item Type:||Journal Article|
|Keywords:||learning outcomes, Computer Assisted Instruction, cognitive style|
|Subjects:||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
Past > Institutes > Institute for Creative Industries and Innovation
|Copyright Owner:||Copyright 1996 Australian Council for Computers in Education|
|Deposited On:||05 May 2011 22:41|
|Last Modified:||25 Mar 2013 08:22|
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