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An Investigation of the Effect of Cognitive Style and Different Presentation Strategies on Students

This paper reports a study which investigated whether different presentation strategies might interact with individual’s cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178 university students to identify their cognitive style as field dependent or field independent. Findings showed that no significant difference in performance was found between field dependents and field independents in Concept Maps and Illustration with Embedded Text treatment condition. However, a significant difference was found between field dependents and field independents in the Text-Only treatment condition. Also significant interaction was found between cognitive style and treatment type.
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