Performance and perceived effectiveness in computer-based and computer-aided education: do cognitive styles make a difference?

摘要

This field study examined the influences of cognitive styles on performance and perceived effectiveness of computer-based education (CBE) delivered from CD-ROM, and computer-aided education (CAE) delivered over the World Wide Web. Significant differences in both performance and perceived effectiveness were found among people with various cognitive styles and their modes of education. People who are able to work with more abstract information (high global) performed better in CAE than people who prefer concrete detail, whereas the converse was found in CBE. Also, people who more prefer collaborative learning (low internal) performed better in CAE than did their counterparts who prefer individualized learning. As a result, suggestions are made for the delivery and design of CBE and CAE.