Web-Based Drawing for Students with Different Learning Styles and Cognitive Abilities

Autor/inn/en	Wang, Chung-Hsiang; Wu, Ko-Chiu; Jiang, Wan-Ting
Titel	Web-Based Drawing for Students with Different Learning Styles and Cognitive Abilities
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.9049-9079 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11542-2
Schlagwörter	Web Sites; Cognitive Style; Cognitive Ability; Computer Graphics; Academic Achievement + Suchen Sie Ihr Suchwort? Web-Design; Cognitive styles; Kognitiver Stil; Denkfähigkeit; Computergrafik; Schulleistung
Abstract	Image-text conversion for web-based drawing involves mental activities of reification which sometimes leads students fluent in graphical hand skills to find it difficult to learn program code drawing. 35 people completed experiments on Topics 1 and 2 and 30 people completed experiments on Topics 1 to 3 on webpage design. A pretest and posttest determined their learning style (visual or verbal), basic programming ability, and cognitive abilities (including logical reasoning, figural flexibility, and spatial perception--orientation and measurement). Statistical analyses and semi-structured interviews examined student performance. Students with different learning styles and different cognitive abilities displayed significant differences in the three topics. K-means clustering demonstrated the originality, aesthetic sophistication, and level of interaction to be critical yardsticks in measuring programming learning achievement. This research demonstrates factors that influence the learning of web-based drawing and offers new opportunities for understanding how front-end engineer novices can apply computational thinking skills to implement webpage design. Specifically, mental models may be integrated by graphical, heuristic, abstract, and sequential thinking in turn to solve problems in web-based drawing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01