| Summary: | 碩士 === 國立臺北科技大學 === 創新設計研究所 === 103 === The purpose of this study is to find out the difference of learning effectiveness between different learning styles students. The differences include the abilities in design project, the effect from different project types to student&;#39;s design abilities, classroom performance, learning satisfaction and features in cooperative design project.
In this study, samples are from one of Taiwan&;#39;s national university of technology, total for 29 second grade students. Through questionnaire, depth interview, expert evaluation, peer assessment in class to collect the data needed. Use the quantity data analysis software (IBM SPSS) to analyze, by descriptive statistics, Kruskal-Wallis one-way analysis of variance and Scheffe&;#39;s test to conclude. Then use the quality data to explain the reasons behind the quantity phenomenon. The conclusion shows below:
1. Different learning style student have potential in 5 design abilities including creativity, forming, functioning, marketing and workability.
2. Different types of design project have effect to different learning style student&;#39;s design abilities.
3. In classroom performance, the divergers are better than other learning style in logical analysis and verbal present ability.
4. In learning satisfaction, assimilators have the worst score.
5. In cooperative design project, divergers&;#39; performance gets worse by adding the limit. Assimilators behave better in cooperative project than independent project.
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