The Effects of students’ cognitive styles upon applying computer multimedia to change statistical misconceptions
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 15, 2007 in Quebec City, Canada ISBN 978-1-880094-63-1
Abstract
The purpose of current study was to adopt an experiment to explore the relationship among students' cognitive styles, learning processes and learning performances under students learning with computer multimedia for eradicating statistical misconceptions. Twenty eight undergraduates with different cognitive styles (imagers or verbalizers) were selected as the subjects. The study results displayed that students with different cognitive styles indeed show preference in different representations and then have different learning processes during learning with computer with multimedia. Besides, both imagers and verbalizers can effectively reduce their statistical misconceptions by learning with computer multimedia. However, the imagers can better reduce the more misconceptions through learning with computer multimedia effectively than the verbalizers
Citation
Liu, T.C., Kinshuk, D., Wang, S.C., Lin, Y.C., Lin, O. & Chang, M. (2007). The Effects of students’ cognitive styles upon applying computer multimedia to change statistical misconceptions. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 6242-6245). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/26780.
© 2007 AACE