Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

Abstract

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the introductory course. At the end of the course, students completed (i) a Kolb’s Learning Style Inventory, and (ii) a survey designed to record the students’ use, satisfaction, and motivation to use CIMPLE. Learning outcomes were assessed using course grades. No statistically significant differences existed in CIMPLE use pattern among Kolb’s five Learning Styles as students from each of these learning styles tended to use the seven components of CIMPLE about the same number of times. However, students who had a converging learning style tended to have the highest grades while students who were accommodators had the lowest grades. There was a significant positive correlation between student’s motivation to use CIMPLE and the use of several components of CIMPLE, including chapter assessment, video, key concepts, practice, self-check, and environmental and ethical issues. Of the seven components of CIMPLE, only chapter assessment and environmental and ethical issues showed a significant correlation with student’s final semester grades. This research is significant in demonstrating that computer-aided instruction can be designed to appeal to students across all learning styles. Further, this research demonstrates a connection between students’ motivation to use instructional technology and the frequency of using the technology, and offers suggestions of ways to increase use and motivation of technology to improve learning outcomes.