Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6834613 | Computers & Education | 2018 | 36 Pages |
Abstract
It is still controversial whether learning styles are unchangeable dispositions or flexible characteristics. Research on the development of learning styles is therefore in high demand. We suggest a conceptual model that describes both explicit and implicit cognitive processes involved in processing instructional material. We also propose an implicit association test (learning styles IAT). In a first study (Nâ¯=â¯126), we evaluate the stimulus material for the IAT. In a second study (Nâ¯=â¯104), we investigate the correlations between the implicit and explicit measures used. We further examine interactions between learning styles and learning outcomes as well as cognitive load. Two versions of a computer-based learning program (verbal vs. visual presentation of information) were used. The results reveal that matching learning styles and learning materials neither leads to better learning outcomes nor to a lower cognitive load. Additionally, neither implicit nor explicit measures were able to predict learning outcomes.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Stephanie Moser, Joerg Zumbach,