Abstract
s English: The focus of this study is to report the use of two different visual control treatments (self‐controlled vs. system‐imposed) among students with different cognitive styles. Second‐grade students in middle school were tested to determine how they learned from instructional materials generated using different design approaches. When prior knowledge of physics was used as a covariate, a 2 × 2 ANCOVA test indicated a significant main effect for visual control (p< 0.01), but not for cognitive style (p > 0.05). The interaction between visual control and cognitive style was insignificant (p > 0.05). The observation result indicated that students with different cognitive styles employed different learning strategies.
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