Can computer‐aided instruction accommodate all learners equally?

Abstract

This exploratory study investigated the impact of learning styles on human‐computer interaction. Seventy learners who were enrolled in a large urban post‐secondary institution participated in the study. The Gregorc Style Delineator™ was used to obtain subjects' dominant learning style scores. Results indicated that patterns of learning indices did not differ significantly based on subjects' dominant learning style. Five of the six measures indicating human‐computer interaction behavior were not significant at the p < 0.05 level. However, learning styles significantly affected learning outcomes, as indicated by a significant main effect, as well as an interaction effect between dominant learning style and achievement scores. It would appear that Abstract Random learners may be at‐risk for doing poorly with certain forms of computer‐aided instruction. Based on the review of literature and results found in this study, it was concluded that computer‐aided instruction may not be the most appropriate method of learning for all students.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 95 citations exist upstream.