Computer assisted instruction and individual cognitive style preferences in learning : does it matter?
Data(s) |
1996
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Resumo |
This paper reports the findings of a pilot study aimed at improving learning outcomes from Computer Assisted Instruction (CAI). The study involved second year nursing students at the Queensland University of Technology. Students were assessed for their preferred cognitive style and presented with either matched or mismatched instructional material. The instructional material was developed in accordance with four cognitive styles (Riding & Cheema, 1991). The findings indicate groups that received instructional material which matched their preferred cognitive style, possibly, performed better than groups that received mismatched instructional material. The matched group was particularly better in the explanation and problem solving tasks. |
Formato |
application/pdf |
Identificador | |
Publicador |
Australian Council for Computers in Education |
Relação |
http://eprints.qut.edu.au/41577/1/PILLAY_-_Computer_assisted_instruction_and_individual__cognitive_style_pref_in_learning.pdf http://acce.edu.au/journal/11/2/computer-assisted-instruction-individual-cognitive-style-preferences-learning-does-it-m Pillay, Hitendra K. & Wilss, Lynn A. (1996) Computer assisted instruction and individual cognitive style preferences in learning : does it matter? Australian Educational Computing, 11(2), pp. 28-33. |
Direitos |
Copyright 1996 Australian Council for Computers in Education |
Fonte |
School of Cultural & Professional Learning; Faculty of Education; Institute for Creative Industries and Innovation |
Palavras-Chave | #130309 Learning Sciences #learning outcomes #Computer Assisted Instruction #cognitive style |
Tipo |
Journal Article |