The Effects of Students'' Cognitive Styles upon Applying AR to Learn Headlamp Wiring System

• Main Authors: Yu-ting Li, 李昱廷
• Other Authors: Hao-Chiang Koong LIN
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/wnxd4m

碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 101 === Mobile learning is the most sought-after item to help students, by integrating the game, diagram and text representations, to change their learning modes. However, students’ cognitive style may influence their wiring learning with Augmented Reality(AR). Hence, the current study focused on students’ differences in learning modes created by different cognitive styles (verbalizer and imager), and compared the effects made on their wiring exam through the aid of the mobile learning. Therefore, the focused issues are: (1) the Learning Effectiveness between Traditional Teaching Method and Laboratory Teaching Method; (2) the Learning Effectiveness between Verbalizer and Imager; (3) system usability; (4) the Learning Effectiveness with Teaching Methods and Cognitive Styles. Participants were 35 department of automobile of Industrial high school who were classified to two cognitive types based on their SOP scores. Through pre-exam, experiment, post- exam, SUS, observations and focus group interviews, both qualitative and quantitative data were collected and analyzed. The main findings of this research are: 1. The effect of different learning methods on learning effectiveness was extremely significantly different. 2. The effect of different cognitive styles on learning effectiveness was extremely significantly different. 3. All students indicate significant positive results in system usability evaluation, but the usability test without significant. 4. The interaction effects of learning method and cognitive style have significantly effect except imager of laboratory group. According to the results above, some implications for future research and practical implication were provided at the end of this paper.