An Investigation of the Effect of Individual Cognitive Preferences on Learning through Computer‐based Instruction

Pillay, Hitendra

doi:10.1080/0144341980180203

Cited by 25 publications

(15 citation statements)

References 16 publications

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“…Undoubtedly, the existing studies (Pillay, 1998;Reed, Oughton, Ayersman, Ervin, & Giessler, 2000) have helped us to understand the roles of intellectual styles (a general term for cognitive, learning, and thinking styles) in the outcomes of the use of CIT and in individuals' attitudes towards the use of CIT. However, two limitations exist in these studies.…”

Section: Introductionmentioning

confidence: 99%

Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

Zhang

2007

Learning and Individual Differences

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Section: Introductionmentioning

confidence: 99%

Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

Zhang

2007

Learning and Individual Differences

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“…Unfortunately, and unintentionally, many CAI programs have neglected cognitive learning styles and the processes of how students learn (Pillay, 1998). Clearly, the danger is in assuming that student learning, regardless of cognitive learning style, will be enhanced by CAI.…”

Section: Discussionmentioning

confidence: 99%

Can Computer-assisted Instruction Be Used by Students for Woody Plant Identification?

Kahtz¹

2000

horttech

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The cognitive learning style theory of field dependence and independence was used to examine the academic achievement of students using a computer assisted instruction (CAI) program in a woody plant identification course. The Group Embedded Figures Test (GEFT) was used to determine the students' level of field dependence and independence. Students were blocked and randomly assigned to experimental or control groups. Participants in the experimental group used a nonlinear drill and tutorial type of CAI program as a partial laboratory substitute. The CAI program had no influence relative to traditional laboratories upon either field dependent or field independent students' long term memory of course material. However, the CAI program was of equal benefit to field dependent and independent students' academic achievement. Qualitative interviews were also conducted to assess the effect of the CAI program. Data indicated that field dependent students benefited from the CAI program as a presentation source of recall cues in the reviewing of course material, but not for the initial acquisition of knowledge. Field independent students may be able to use the CAI program to initially acquire knowledge, but its best usage may be as a method of presenting recall cues to refresh their memory. These results showed that the CAI program could be used as a partial laboratory substitute for traditional woody plant identification laboratories with no adverse effect upon student academic achievement, regardless of their level of field dependency.

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“…Often empirical studies investigating the usefulness of alternative approaches illustrate the variety of learners' preferences and result in identifying tendencies towards the different approaches proposed, but do not indicate obvious links between specific style categories and preferences for certain designs (Loo, 2004;Mitchell et al, 2004;Liu and Reed, 1994;Yu and Underwood, 1999;McKay, 1999;Pillay, 1998).…”

Section: Experimental Studies Investigating Learners' Style and Systementioning

confidence: 97%

“…Especially in web-based learning environments, designers also have to deal with the new medium and learning context, and use the innovative tools offered by the Internet to design alternative interactions. However, although several different approaches have been adopted, findings show only a weak link between style and learner preferences (Loo, 2004;Mitchell et al, 2004); or learning style and performance (Harris et al, 2003;Liu and Reed, 1994;Yu and Underwood, 1999); or performance and matching or mismatching to cognitive style instructional methods (McKay, 1999;Pillay, 1998;Chen, 2000, 2001;Shih and Gamon, 2002). Even if the relationship between style and learner preferences is still an open issue, experimental results suggest that learners nevertheless have preferences about the kind of interaction/presentation of information they receive, although results do not indicate obvious links between specific style categories and preferences for certain designs (Mitchell et al, 2004;Mabbott and Bull, 2004;Papanikolaou et al, 2003).…”

Section: Introductionmentioning

confidence: 96%

Designing learner-controlled educational interactions based on learning/cognitive style and learner behaviour

Papanikolaou

Mabbott

Bull

et al. 2006

Interacting with Computers

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Recently, research in individual differences and in particular, learning and cognitive style, has been used as a basis to consider learner preferences in a web-based educational context. Modelling style in a web-based learning environment demands that developers build a specific framework describing how to design a variety of options for learners with different approaches to learning. In this paper two representative examples of educational systems, Flexi-OLM and INSPIRE, that provide learners a variety of options designed according to specific style categorisations, are presented. Experimental results from two empirical studies performed on the systems to investigate learners' learning and cognitive style, and preferences during interaction, are described. It was found that learners do have a preference regarding their interaction, but no obvious link between style and approaches offered, was detected. Derived from an examination of this experimental data, we suggest that while style information can be used to inform the design of learning environments that accommodate learners' individual differences, it would be wise to recommend interactions based on learners' behaviour. Learning environments should allow learners or learners' interaction behaviour to select or trigger the appropriate approach for Interacting with Computers 18 (2006) 356-384 www.elsevier.com/locate/intcom 0953-5438/$ -see front matter q (K.A. Papanikolaou), axm891@bham.ac.uk (A. Mabbott), s.bull@bham. ac.uk (S. Bull), gregor@di.uoa.gr (M. Grigoriadou).the particular learner in the specific context. Alternative approaches towards these directions are also discussed. q

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An Investigation of the Effect of Individual Cognitive Preferences on Learning through Computer‐based Instruction

Cited by 25 publications

References 16 publications

Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

Revisiting thinking styles' contributions to the knowledge and use of and attitudes towards computing and information technology

Can Computer-assisted Instruction Be Used by Students for Woody Plant Identification?

Designing learner-controlled educational interactions based on learning/cognitive style and learner behaviour

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