Impact of Cognitive Style and Digital Material Navigation Mode on Learning Performance of Elementary School Student

• Main Authors: Tzu-hua Chiu, 邱子華
• Other Authors: YI-wen Huang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/63414004909974995361

碩士 === 國立臺南大學 === 數位學習科技學系碩士班 === 100 === As digital learning modes evolve continuously, the issue adaptive learning is being valued increasingly. The key factor is that everyone has different preferences for learning, thus causing different effects on learning performance. Therefore, the purpose of this study is to discuss the impact of cognitive style and digital material navigation mode on learning of elementary school student. A total of 118 elementary school student from four classes participated in digital material learning. By using a self-report cognitive style index (CSI), the student were categorized as intuitive or analytic learners, and by grouping according to their original classes, they received sequential touring and free selection mode for digital material on energy education, respectively. Finally, a comprehensive evaluation was used to test learning performance, and a questionnaire on learning attitude for examining transitions in student’s concepts. The results of experiment showed that the learning performance toward digital material on energy education of analytic students was significantly higher than that of intuitive students, and the learning performance of students who received sequential navigation mode and of those who received free selection mode did not have significant difference. Although there was no significant interrelation between cognitive style and digital material navigation mode, it was also shown that when material navigation mode conformed to the educational conditions preferred by a learner, the learning performance was better. Furthermore, when the factor of gender was included in the discussion, it was found that difference in gender did not have significant effect on school student with different cognitive styles and those who received different material navigation mode; when the factor of performance grouping was included, results showed that the learning performance of the students who received free selection mode was significantly higher than those who received sequential navigation mode in the low performance group, but there were no significant differences found in the high and medium performance groups. In addition, in the three aspects of learning attitude, classified according to cognitive style and material navigation mode, the digital material course had brought useful learning transitions to all learners.