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Effects of Situated Learning on Students’ Knowledge Gain: An Individual Differences Perspective
PROCEEDINGS

, University of Utah, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study focuses on the effects of situated learning model on students’ knowledge gain by investigating the influence of individual differences in the implementation of such model. 80 participants were recruited from a large research I university in the United States. Using block design with one class as experiment group and the other as control group, students received the same content and were required to complete the same projects for the courses assisted with WebCT. The Group Embedded Figure Test (GEFT) was administered to participants. The MANOVA analysis showed a significant difference between traditional and situated learning environments. The univariate analyses indicated that individual differences (e.g., field dependent/ independent) played a significant role in influencing learners’ knowledge acquisition. Suggestions for future studies were made.

Citation

Zheng, R. (2009). Effects of Situated Learning on Students’ Knowledge Gain: An Individual Differences Perspective. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 804-807). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 22, 2019 from .

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