Abstract
<p>Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, we developed a customized digital learning system (CDLS) and personalized digital learning system (PDLS), which were implemented on the handheld devices and tailored to the needs of students with diverse cognitive styles. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group, which were employed to develop the PDLS in Study 2, which investigated how students with different cognitive styles react to the CDLS and the PDLS. The results from these two studies showed that student in the CDLS and those in the PDLS obtained similar task scores and post-test scores. However, Serialists with the PDLS could more efficiently complete the tasks than those with CDLS. Additionally, Holists more positively perceived the PDLS than Serialists.</p>
Highlights
Handheld devices are becoming popular companions that support our daily life
Study 1 and Study 2 address different concerns but the ultimate aim of our work is to find an answer to the research question -- how different cognitive style groups react to customization and personalization in the context of handheld devices
Two empirical studies were conducted to identify how different cognitive style groups react to the customized digital learning system (CDLS) and personalized digital learning system (PDLS) implemented with the handheld devices
Summary
Handheld devices are becoming popular companions that support our daily life. Due to increased storage and improved speed, handheld devices can provide multiple functions, such as tour guides, search instruments, and entertainment tools (Myers & Beigl, 2003). As claimed by Attewell (2005), handheld devices become an inseparable part of the ‘‘digital life’’ for many people around the world. Handheld devices permit the delivery of a range of multimedia material, such as audio, graphics, and video. In spite of such benefits, handheld devices are not expensive when compared with other types of computers (Allan, Carbonaro, & Buck, 2006). It is believed that handheld devices offer a spectrum of educational opportunities (Churchill & Hedberg, 2008). Due to such significance, an increasing number of students use handheld devices for their studies. Handheld devices are widespread and face students with diverse backgrounds, in terms of their knowledge, skills, and needs (Chen & Macredie, 2010)
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