The effect of cognitive style and mode of presentation on learning performance

Abstract

The effect of text-plus-text versus text-plus-picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text-plus-text condition, the learning material content described the working of car braking systems. The text-plus-picture condition consisted of text with additional pictorial information. Fifty-nine 15-16-year-old students in a secondary school were randomly assigned, within sexes, to one of the conditions. Having worked through the computer presented material, they were given a post-test overall learning performance. Immediately following this, they did the Cognitive Styles Analysis (CSA) (Riding, 1991) which measures an individual's position on two cognitive style dimensions; Verbal-Imagery and Wholist-Analytic. It was found that the Verbal-Imagery cognitive style and presentation condition interacted in their effect on overall learning performance (p < .05). In the text-plus-picture condition Imagers were superior to Verbalisers, while the text-plus-text condition Verbalisers did better than Imagers. It was also observed that Imagers used more diagrams to illustrate their answers than Verbalisers. The results are discussed in terms of their implications for instruction.

More Evidence for Three Types of Cognitive Style: Validating the Object‐Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures

“…Höffler, Prechtl, and Nerdel (2010) found learning differences on cognitive style between ‘highly developed visualizers’ and ‘less developed visualizers’ in that the former had better learning results when using static pictures instead of animations while for the latter it made no difference. Riding and Douglas (1993) could also identify an ATI effect when confronting visualizers and verbalizers with either text plus pictures or text plus text: Visualizers performed better with the text‐plus‐pictures condition, whereas verbalizers were better with the text‐plus‐text condition.…”

Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

“…Therefore, while it was hypothesised that the same themes that emerged in the study by Neumann et al (2008) would also be found, it was also expected that additional themes relevant to student learning would be identified. Several processes have been suggested to be important in technology based learning, including information processing learning processes (González & Birch, 2000), visual learning (Davis & Bostrom, 1992;Psotka, Kerst & Westernman, 1993), cognitive style (Carlson, 1991;Riding & Douglas, 1993), communication (Kuehn, 1994), self-efficacy (Ertmer, Evenbeck, Cennamo & Lehman, 1994), and motivation (Lens, 1994). As such, it was hypothesised that some of these themes would also emerge.…”

The implications of the research literature on learning styles for the design of instructional material

“…Since the late 1970s there has been an increased focus on the applicability of learning styles research for learners in a range of educational settings, thus broadening the scope of research on individual differences. In the present study we distinguish between the cognitive-perceptual styles research (eg., Riding, 1991;Riding & Douglas, 1993) and the learning centered tradition which focuses on approaches to studying (eg., Biggs, 1987;Watkins, 1998). Each of these strands will be discussed in relation to its contribution to designing learning materials.…”