The Effects of Students’ Cognitive Style upon Their Simulation-based Computer Assisted Learning

• Main Authors: Fang-Mei Cheng, 鄭芳媚
• Other Authors: 劉子鍵
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/21706850460133442281

碩士 === 國立中央大學 === 學習與教學研究所 === 95 === The purposes of the present study is to investigate the learning effects of the computer simulation systems among students with different cognitive styles; explore the differences in the usage behaviors of computer simulation system among students with different cognitive styles; study the learning processes of using the computer simulation systems by students with different cognitive styles; and examine the satisfaction among students with different cognitive styles about the use of computer simulation system.Undergraduate students from a certain university were recruited by quota sampling. According to results from the Cognitive Style Index, nineteen participants with intuition or analysis cognitive style were recruited. Pre-test, post-test, and follow-up test results were diagnosed with two-tier misconception. With data collected in the think aloud method, differences of learning effects, usage behaviors and learning processes between groups were analyzed. Satisfaction about the use of computer simulation system was obtained with questionnaires. Research results of the present study are as follows: First, there was no significant difference between participants with different cognitive styles in the learning effects and usage behaviors. Second, results showed significant differences in the principle of induction and problem solving methods between instinctive and analytic participants in their learning processes. Provided with the instruction and feedback function in the computer simulation system, analytic, comparative, inductive and reflective cognitive behaviors were increased for instinctive participants. Third, results indicated instinctive participants were significantly more satisfied with using the computer simulation system than analytic participants. Furthermore, inductive study showed the simulation system was more effective in teaching the “correlation” concept in statistics.