Effects of Cognitive Style and Verbal and Visual Presentation Modes on Concept Learning in CBI.

Autor/in	Kini, Asit S.
Titel	Effects of Cognitive Style and Verbal and Visual Presentation Modes on Concept Learning in CBI.
Quelle	(1994), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cognitive Style; Computer Assisted Instruction; Concept Formation; Higher Education; Interaction; Learning Modalities; Performance; Prediction; Pretests Posttests; Regression (Statistics); Undergraduate Students; Verbal Stimuli; Visual Perception; Visual Stimuli + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; Concept learning; Begriffsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interaktion; Lernumgebung; Achievement; Leistung; Vorhersage; Regression; Regressionsanalyse; Visuelle Wahrnehmung
Abstract	This study was designed as a first attempt to study the relationship of learning style, perception, and performance to computer based instruction (CBI). First the relationship of two dimensions of cognitive styles, field independence-field dependence (FI-FD) and preferred perceptual mode (verbal-visual) was studied. Second, the main and interactive effects of the two dimensions of cognitive style on the performance of individuals on a concept-learning task were studied in the context of two presentation formats in a CBI lesson: text-only and text-plus-animated graphics. The cognitive styles of 192 undergraduates were determined. Independent variables were the two dimensions of cognitive style and the presentation format of the lesson. The dependent variable was a 21-item multiple-choice posttest. The data analysis indicated that the two dimensions of cognitive style were independent. A multiple regression analysis with the posttest as the criterion and the three independent variables and the two-way interactions between them as predictors provided several conclusions. Individuals given a lesson format that matched their verbal/visual preference did not seem to improve their performance. The more FI individuals did not differ significantly from their less FI peers in achievement. (Contains 108 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01