Effects of cognitive learning style and verbal and visual presentation modes on concept learning in computer-based instruction

Abstract

The purpose of this research was to study the relationship among different cognitive style dimensions and their implications for instructional design. The effects of cognitive style differences and different computer-based presentations on concept learning were studied. There were two main objectives. First, to investigate the relationship of two dimensions of cognitive style, Field Independence-Field Dependence (FI-FD) and preferred perceptual mode (Verbal-Visual). Second, to study the main and interactive effects of the two cognitive style dimensions on the performance of individuals on a concept learning task in the context of two presentation formats within a CBI lesson: Text-Only and Text-plus-Animated-Graphics. A secondary objective of this study was to investigate the time spent by individuals on the two lesson formats. A total of 192 undergraduate volunteer subjects participated in an introductory computer-delivered presentation of velocity and acceleration concepts. Independent variables consisted of the two dimensions of cognitive style and the presentation format. The Group Embedded Figures Test and the Verbalizer-Visualizer Questionnaire were used to identify the cognitive style of the individuals. The dependent variable used in the study was a 21-item, multiple choice posttest. The data analysis was conducted in two stages. First, the relationship of the two cognitive style dimensions was established using a correlational study. Further, a multiple regression analysis with the posttest as the criterion and the three independent variables and two-way interactions between them as predictors was conducted. Results of the main objectives indicated that the FI-FD and Verbal-Visual cognitive style dimensions are independent. Also, individuals presented with a lesson format that matched their Verbal/Visual preference did not seem to improve their performance. Finally, there was no main effect of the FI-FD cognitive style on the performance measure indicating that the more FI individuals did not differ significantly in achievement from their less FI peers. A regression analysis conducted with the time spent in lesson as the criterion showed that individuals receiving the Text-plus-Animated-Graphics presentation spent significantly less time in the lesson compared to the Text-Only group.