Matching Cognitive Styles to Computer-based Instruction: An Approach for Enhanced Learning in Electrical Engineering
作者:
WAGEEHW. BOLES,
HITENDRA PILLAY,
LEONARD RAJ,
期刊:
European Journal of Engineering Education
(Taylor Available online 1999)
卷期:
Volume 24,
issue 4
页码: 371-383
ISSN:0304-3797
年代: 1999
DOI:10.1080/03043799908923572
出版商: Taylor & Francis Group
数据来源: Taylor
摘要:
An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.
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