Article1995

Cognitive Styles and Feedback in Computer-Assisted Instruction

Michael M. Whyte · Dolores M. Karolick · Milton C. Nielsen · Gregory D. Elder

40 citations0/0 files storedJournal of Educational Computing Research

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Learning Styles and Cognitive Differences Intelligent Tutoring Systems and Adaptive Learning Visual and Cognitive Learning Processes

Abstract

Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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References

1974Principles of Instructional Design 1978The systematic design of instruction 1977Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications 1984The nature of cognitive styles: Problems and promise in educational practice 1977Feedback in Written Instruction 1978Cognitive styles: Some information and implications for instructional design 2010Handbook of Individual Differences, Learning, and Instruction 1977Role of the field-dependent and field-independent cognitive styles in academic evolution: A longitudinal study.

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2000Field dependence-independence and computer-based instruction in geography 2006Applying an instructional learning efficiency model to determine the most efficient feedback for teaching introductory accounting 1999Using Programmed Branching to Automate Interactive Cases on the Web

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