How Cognitive Styles Affect the E-learning Process

Palo, Valeria de; Sinatra, María; Tanucci, Giancarlo; Monacis, Lucia; Bitonto, Pierpaolo Di; Roselli, Teresa; Rossano, Veronica

doi:10.1109/icalt.2012.79

Cited by 15 publications

(10 citation statements)

References 13 publications

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“…The influence of personal factors on ICT integration has been also taken into account (e.g., de Palo et al, 2012Holden & Rada, 2011;Kahraman & Yilmaz, 2018;Teo, 2011) above all in the context of pre-service teachers (Tondeur, Aesaert, Prestridge, & Consuegra, 2018;Scherer, Tondeur, Siddiq, & Baran, 2018). But the relationship between motivational factors and cognitive processes, such as teaching constructivist beliefs, teacher self-efficacy, computer self-efficacy, etc., has not been investigated thoroughly (Liu, Lin, & Zhang, 2017;Sang, Valcke, van Braak, Tondeur, & Zhu, 2011;Teo, Huang, & Hoi, 2018), especially when dealing with the linkage between hedonic and utilitarian aspects and constructivist beliefs, and when considering the Italian school contexts (Muscara & Messina, 2014;Sinatra, Limone, & Contini, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

Limone¹,

Sinatra²,

Tanucci³

et al. 2019

Turkish Online Journal of Distance Education

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This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M Age = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher's Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers' Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers' hedonic-oriented motivation.

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Section: Introductionmentioning

confidence: 99%

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

Limone¹,

Sinatra²,

Tanucci³

et al. 2019

Turkish Online Journal of Distance Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, a highly cited study of Grigoriadou et al [13] used this questionnaire to personalise INSPIRE system. Furthermore, in [79], this questionnaire was applied to assess the synergy between CS and learning process (LP). The results confirmed that personalising EHSs in accordance with CS can improve the efficacy of LP.…”

Section: Group Embedded Figure Test (Geft)mentioning

confidence: 99%

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Al-Azawei

Badii

2014

IJCSIT

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“…Mobile clients using the profile configuration have been settled to three different cognitive learning skills: visualizer, verbalizer and bimodal users [19]. This way every mobile user depending of his cognitive learning style can receive appropriate multimedia content [20]. From our preliminary simulations we have noticed that the bottleneck for multimedia delivery from multimedia streaming server is the communication link from the server to the switch.…”

Section: Simulation Results For Delivery Of Multimedia Content In M-lmentioning

confidence: 99%

Intelligent Delivery of Multimedia Content in Mobile Environment

Karadimce¹,

Malekian²,

Abdullah³

2013

Appl. Math. Inf. Sci.

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Process of delivering multimedia learning objects such as text, video, images, audio, and animation requires real-time streaming of multimedia content from the M-learning systems to the mobile users. With enhancing the integration methods of the mobile devices into the learning systems, we have possibility to allow easy storing, recording and delivering of multimedia contents to the students in real-time. In this paper, we will present an intelligent mobile learning (M-learning) system for delivery of multimedia content depending of the context-aware conditions. This paper considers the significance of high QoS requirements for applications that are essential to achieve higher continuity of real-time multimedia contents. In this research, we have considered the best queuing packet delivery algorithm to provide appropriate multimedia contents to improve required bandwidth for user's communications.

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How Cognitive Styles Affect the E-learning Process

Cited by 15 publications

References 13 publications

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Intelligent Delivery of Multimedia Content in Mobile Environment

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