The Computer Determination of Learning Styles as an Aid to Individualized Computer‐Based Training

Abstract

Most training materials are presented in a way which ignores differences in learning style. The purpose of this study was to investigate the development of a short, computer-presented test of verbal-imagery learning style, capable of incorporation into computer-based training (CBT) packages. The test was validated by measuring its relationship to performance on textual and pictorial learning materials.The test consisted of pairs of words presented on the computer screen. It was anticipated that verbalizers would respond more quickly to pairs that could be answered through verbal associations, while imagers would do so on those which required the use of mental pictures. The sample consisted of 60 school students, aged approximately 13 years. There were equal numbers of males and females. The students were grouped in mathematics according to their previous performance in the subject. The performance of the lower ability group, who were typical of many trainees with lower levels of prior attainment, revealed that a mismatch between their learning style and the mode of presentation of the information made a critical difference to performance in the post tests. To be cost-effective training must be capable of adapting to the learning style of the individual trainee. This pilot study provides a clear indication of one direction for future research.

Cognitive styles and instructional design in university learning

“…Einstein initially failed the entrance examination to the Swiss Polytechnic Institute, but subsequently achieved the highest grade average in his class after switching to a preparatory school that emphasized visual thinking (Miller, 1996). In some studies using the CSA, imagers preferred and learned best from pictorial information, whereas verbalizers preferred and learned best from verbal information (Riding & Ashmore, 1980;Riding, Buckle, Thompson, & Hagger, 1990;Riding & Douglas, 1993;Riding & Watts, 1997). Plass et al (1998) recorded students' preferences for verbal or visual annotations in a second-language multimedia learning task and reported better comprehension test performances after students used their preferred mode.…”

The Relationship between Cognitive Style and Intelligence

“…With respect to the mode of presentation, Imagers learn best from pictorial presentation, while Verbalisers are superior from text (Riding & Ashmore, 1980;Riding et al, 1989;Riding & Buckle, 1990;. In terms of the type of content, Imagers find concrete and readily visualised information easier than semantically and acoustically complex details, with the reverse applying to Verbalisers (Riding & Calvey, 1981).…”

Individual Differences in Learning: Cognitive control, cognitive style, and learning style

“…They found that the wholist±analytic dimension revealed a signi®cant effect on instructional preference with wholists having a stronger preference for non-print media. Riding, Buckle, Thompson, and Haggar (1989) and Riding and Douglas (1993) also performed studies examining the relationship between modes of representation and the verbal± imagery dimension. Both studies showed that verbalisers preferred textual materials while imagers preferred non-textual modes.…”