Using learning styles to evaluate computer-based instruction

摘要

This study compared two instruments while evaluating the effects of learning style on performance when using a computer-based instruction (CBI) system to teach introductory probability and statistics. The Gregorc Style Delineator (GSD) and the Kolb Learning Style Inventory (LSI) were used to measure learning style. Results indicated that there was an effect of learning style when using the GSD: students identified as Concrete Sequential learned significantly less than students identified as Concrete Random. There was no effect according to LSI styles. Lack of an ordering preference dimension in the LSI is discussed as a possible explanation. Findings from other studies evaluating CBI and recommendations are also discussed.