Cognitive styles, subject content and the design of computer based instruction

Abstract

The authors present a study on designing computer based instruction (CBI) considering the individual students' preferred cognitive styles and the effects of the subject contents on the learning outcomes. The bimodal nature of cognitive styles was examined in order to assess the full ramification of cognitive styles on learning. Students' cognitive styles were analysed using cognitive style analysis (CSA) software. On the basis of the CSA results, students used either matched or mismatched CBI material. Analysing test results suggests that certain test tasks may be more suitable to certain cognitive styles than others. Results also support the reported argument that subject types have an affinity to certain cognitive styles and acknowledge the need to consider the nature of the subject matter in designing personalised CBI instruction. The consistent better performance by the matched group suggests potential for further investigations where the limitations cited here may be eliminated. This study was used in teaching some components of a digital communications subject in an electrical engineering course.