Cognitive styles and instructional design in university learning

Thomas, Patrick R.; McKay, Jacinta B.

doi:10.1016/j.lindif.2010.01.002

Cited by 46 publications

(34 citation statements)

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“…Some researchers argue that rigorously conducted research has struggled to demonstrate that matching instruction with learning style has a significant effect on learning [31,32]. Others argue that if cognitive styles are measured appropriately, matching instructional materials to the learner's cognitive style can improve learning outcomes in certain circumstances [33,34].…”

Section: Attitude Toward Images and Learning Outcomesmentioning

confidence: 99%

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the ''main vehicle of communication'' (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three ''learner differences'' which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach.Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(4): 285-298, 2014.

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Section: Attitude Toward Images and Learning Outcomesmentioning

confidence: 99%

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Milner

2013

Biochem Molecular Bio Educ

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“…When problem-solving, for example, visualizers will be biased towards image-based instruction and solutions, whereas verbalizers will favour a lecture method in which verbal information is predominantly used. This is based on the presumption that instructional methods consistent with students' cognitive styles results in less need to engage in processing the information, which has received some empirical support (e.g., Riding & Watts, 1997;Thomas & McKay, 2010). In a recent fMRI study, for example, individuals who received information in their non-preferred modality were found to automatically convert it into their preferred modality, such that visualizers converted verbal information into visual representations, and verbalizers converted visual information into verbal representations (Kraemer et al, 2009).…”

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confidence: 99%

An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College

Choi

Sardar

2011

cjsotl-rcacea

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Although specific cognitive abilities, cognitive style, and learning preferences are assumed to be inter-related, the empirical evidence supporting this assumption is mixed. Cognitive style refers to how individuals represent information, and learning preference refers to how individuals prefer the presentation of information (Mayer & Massa, 2003). Both cognitive style and learning preferences have been linked to specific cognitive abilities, such as verbal abilities, visual imagery and spatial abilities, though the nature of the inter-relationships remains tenuous in the literature. The present study addressed the roles of specific cognitive abilities in the relationship between learning preferences and the visualizer-verbalizer dimension of cognitive style, using a unique sample of students enrolled in specialized post-secondary programs. A battery of cognitive tests and questionnaires was administered. It was found that spatial abilities predicted visual cognitive style, which in turn, predicted visual learning preferences. Vocabulary knowledge predicted verbal cognitive style, but not verbal learning preferences. These results suggest that specific cognitive abilities predict visual-verbal cognitive styles, though the distinction between visual-verbal cognitive styles does not have clear associations with learning preferences.Bien que l’on suppose que les habiletés cognitives, le style cognitif et les préférences en matière d’apprentissage soient interreliés, les preuves empiriques étayant cette supposition sont partagées. Le style cognitif renvoie à la façon dont les individus perçoivent l’information et les préférences en matière d’apprentissage concernent la présentation de l’information (Mayer & Massa, 2003). Les chercheurs ont établi un lien entre, d’une part, le style cognitif et les préférences d’apprentissage et, d’autre part, des capacités cognitives spécifiques comme les habiletés verbales, l’imagination visuelle et les capacités spatiales; quoique la nature des interrelations reste fragile dans les écrits. La présente étude a considéré le rôle des habiletés cognitives spécifiques dans la relation entre les préférences d’apprentissage et la dimension visualisation-verbalisation des styles cognitifs à partir d’un échantillon d’étudiants inscrits à des programmes postsecondaires spécialisés. Les chercheurs ont administré une batterie de tests cognitifs et de questionnaires. Ils ont découvert que les habiletés spatiales permettaient de prédire le style cognitif, qui à son tour, permettait de prédire les préférences d’apprentissage visuel. La connaissance du vocabulaire prédisait le style cognitif verbal, mais pas les préférences en matière d’apprentissage verbal. Ces résultats suggèrent que des habiletés spécifiques permettent de prédire les styles cognitifs verbaux et visuels, même s’il n’y a pas de lien clair entre les préférences d’apprentissage et la distinction entre ces styles

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“…Il rapporto tra stile cognitivo visualizzatore-verbalizzatore e le prestazioni in compiti cognitivi è stato confermato in alcuni studi (Mayer & Massa, 2003;Thomas & McKay, 2010), ma non in altri (Massa & Mayer, 2006;Kollöffel, 2012). La distinzione tra una preferenza per la visualizzazione degli oggetti e la visualizzazione spaziale sembra produrre risultati più consistenti (Blazhenkova & Kozhevnikov, 2009;Kozhevnikov et al, 2010): gli individui con una preferenza spaziale hanno prestazioni migliori in compiti spaziali come il MRT e compiti ambientali spaziali (come ad esempio la costruzione di mappe: Pazzaglia & Moè, 2013), mentre quelle con una preferenza verbale o per la visualizzazione di un oggetto eseguono meglio, rispettivamente, compiti verbali e visivi (Blazhenkova & Kozhevnikov, 2009).…”

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Antonietti¹

2015

Psychologica

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Cognitive styles and instructional design in university learning

Cited by 46 publications

References 32 publications

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

Learner differences and learning outcomes in an introductory biochemistry class: Attitude toward images, visual cognitive skills, and learning approach

An Empirical Investigation of the Relationships Among Cognitive Abilities, Cognitive Style, and Learning Preferences in Students Enrolled in Specialized Degree Courses at a Canadian College

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