rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Effects of cognitive learning style and verbal and visual presentation modes on concept learning in computer-based instruction
  name:
    name part: Kini, Asit Shantharam
    name part: 1962-
    role:
      role term: creator
  name:
    name part: Ash Michael J.
    role:
      role term: degree supervisor.
  name:
    name part: Rieber, Lloyd P.
    role:
      role term: degree supervisor.
  name:
    name part: Goetz, Ernest T.
    role:
      role term: degree committee member.
  name:
    name part: Smith, Steven M.
    role:
      role term: degree committee member.
  name:
    name part: Zellner, Ronald D.
    role:
      role term: degree committee member.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  genre: Academic theses
  origin info:
    place:
      place term: xx
    date issued: 1993
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 219 leaves : illustrations ; 28 cm
  abstract: The purpose of this research was to study the relationship among different cognitive style dimensions and their implications for instructional design. The effects of cognitive style differences and different computer-based presentations on concept learning were studied. There were two main objectives. First, to investigate the relationship of two dimensions of cognitive style, Field Independence-Field Dependence (FI-FD) and preferred perceptual mode (Verbal-Visual). Second, to study the main and interactive effects of the two cognitive style dimensions on the performance of individuals on a concept learning task in the context of two presentation formats within a CBI lesson: Text-Only and Text-plus-Animated-Graphics. A secondary objective of this study was to investigate the time spent by individuals on the two lesson formats. A total of 192 undergraduate volunteer subjects participated in an introductory computer-delivered presentation of velocity and acceleration concepts. Independent variables consisted of the two dimensions of cognitive style and the presentation format. The Group Embedded Figures Test and the Verbalizer-Visualizer Questionnaire were used to identify the cognitive style of the individuals. The dependent variable used in the study was a 21-item, multiple choice posttest. The data analysis was conducted in two stages. First, the relationship of the two cognitive style dimensions was established using a correlational study. Further, a multiple regression analysis with the posttest as the criterion and the three independent variables and two-way interactions between them as predictors was conducted. Results of the main objectives indicated that the FI-FD and Verbal-Visual cognitive style dimensions are independent. Also, individuals presented with a lesson format that matched their Verbal/Visual preference did not seem to improve their performance. Finally, there was no main effect of the FI-FD cognitive style on the performance measure indicating t…
  note: Vita.
  note: "Major subject: Educational Psychology."
  note: Includes bibliographical references.
  note: Ph. D. Texas A & M University 1993
  subject:
    topic: Computer-assisted instruction
  subject:
    topic: Cognitive learning
    topic: Evaluation
  subject:
    topic: Education, Higher
    topic: Methodology
  subject:
    topic: Major educational psychology
  classification: LB1028.5 .K57 1993a
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 950220
    record change date: 20200904152712.0
    record identifier: in00001218827
    language of cataloging:
      language term: eng