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The Effects of students’ cognitive styles upon applying computer multimedia to change statistical misconceptions
PROCEEDINGS

, National Central University, Taiwan ; , Athabasca University, Canada ; , , National Central University, Taiwan ; , , Athabasca University, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

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 November 14, 2019 from .

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