Verbal and visual learning styles using different presentation attributes in computer-based instruction /
| Main Author: | |
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| Other Authors: | , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1993.
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| Subjects: | |
| Online Access: | ProQuest, Abstract Link to OAKTrust copy |
| Abstract: | The purpose of this study was to investigate the relationship between two learning styles (verbal and visual) and technical training materials presented in three formats (text, text plus static graphics, and text plus animated graphics). It was hypothesized there would be an interaction effect between Learning Style (verbal, visual) and Presentation Format (text only, text plus static graphics, and text plus animated graphics). Students were expected to score higher on performance measures when instruction is presented in a format that matched their learning style. The content of the CBI lesson used in this study was an introduction to electromagnetism. A total of 226 subjects, taken from a population of undergraduates at Texas A&M University, volunteered to participate in this study. Students favoring a verbal or visual learning style were identified with a Verbal Visual Questionnaire and then randomly assigned to treatments, administered the lesson, and tested immediately after the lesson with a 30-item, multiple choice posttest. Students who were not identified as verbalizer or visualizer acted as the control group and received only the posttest. Results showed no significant interaction between students with verbal and visual learning styles and varying presentations (text only, text plus static graphics, and text plus animated graphics) on achievement. Students did not score higher on performance measures of technical information when instruction was presented in a format that matched their learning style. However, students identified as verbalizers scored significantly higher on performance measures than those students identified as visualizers. A conclusion of this study was that students identified as favoring a learning style of verbalizer or visualizer and presented with technical information in a format that matches their learning style do not perform significantly higher on performance measures than if they are not matched... |
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| Item Description: | Vita. "Major subject: Industrial Education." |
| Physical Description: | x, 162 leaves : illustrations ; 28 cm |
| Bibliography: | Includes bibliographical references. |