| Summary: | 碩士 === 國立雲林科技大學 === 資訊管理系 === 102 === Among the individual learner differences, learning ability is usually taken into account in the development of adaptive e-learning systems. And in recent years, cognitive style is also gradually considered as a key factor that would influence learning. According to Witkin’s field independence-dependence theory, this study designed and developed an adaptive e-learning system that tailored to learners’ different cognitive styles. A quasi-experimental design was adopted to investigate the learners’ learning performance and learning satisfaction after they used the adaptive e-learning system, and that were compared with an ordinary e-learning system that did not tailor to learners’ cognitive styles. Forty-one fifth graders participated in this study. Learning topics was about animal breeding and behavior in natural science of primary school. The result showed that the learners using adaptive e-learning system that tailored to their cognitive styles had better learning performance and learning satisfaction than the learners using the ordinary e-learning system. Different cognitive styles would affect learners’ learning performance, and the field independent learners performed significantly better than the field dependent learners. In the end, several recommendations are provided in this study to aid the development of adaptive e-learning systems in the future.
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