Cognitive style in personalization adaptive materials application：A case study of program design

• Main Authors: Hung-Ju Lin, 林虹汝
• Other Authors: Ling-Hsiu Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/82007994369364916880

碩士 === 朝陽科技大學 === 資訊管理系碩士班 === 98 === Web Based Learning has been extensively applications in educational backgrounds. Web Based Learning not only has characteristics at times, space, individualization, low costs, but also has “adaptability” to accommodating individual difference to help learners enhance learning performance in Web Based Learning Systems (WBLS). However, in the past empirical studies of Web Based Learning emphasis individual differences on gender, thinking style, learning style, computer experiences, system experience, prior knowledge, and multiple intelligence. Furthermore, Web Based Learning emphasis on navigation tools numerous to provide for cognitive style learners. Minority research focuses on providing different “Presentation Strategy of Learning Materials” for learners with different cognitive style. Hence, this research adopt “Presentation Strategy of Learning Materials” to accommodate cognitive style learners. The samples were 92 freshman program design course learners from a university in Taiwan. Each investigation has a pretest before treatment, and has a last test after treatment. To investigate the different presentation strategy effects on learners learning performance with different cognitive style. Field Dependent and Field Independent learners were random assigned to Presentation Strategy of Learning Materials on breadth and depth version. The results indicate：(1) Breadth Presentation Strategy can enhance learners learning performance; (2) Field Dependent learners learn in the Breadth Presentation Strategy of Learning Materials have higher learning performance; (3) Both Breadth and Depth Presentation Strategy of Learning Materials have not effects on Field Independent learner’s learning performance. In addition, after analysis by this research, this study propose two design models of learning to enhance learning performance and provide for further researchers to test and verify.