ERIC Number: ED419492
Record Type: RIE
Publication Date: 1998
Interaction of Presentation Mode and Learning Style in Computer Science.
The purpose of this study was to investigate the interaction of student learning style and presentation mode on student learning in an introduction to computer science class. The learning styles studied were sensing and intuiting, as identified by the Myers-Briggs Type Indicator. The presentation mode was either traditional lecture or hypermedia. Research has suggested that multimedia methods enhance student learning and that multimedia methods particularly enhance student learning for students with a sensing cognitive style. Therefore, it was hypothesized that students who receive multimedia instruction would perform better on examinations than students who receive traditional instruction. It was further hypothesized that students with a sensing cognitive style would benefit more from multimedia instruction than would students with an intuitive cognitive style. This study did not find a significant interaction between presentation mode (lecture or multimedia) and learning style (intuitive or sensing). Nor did it find a significant difference in posttest scores by learning style. There was, however, a significant difference in posttest scores by presentation mode, with the multimedia group doing significantly better than the control group. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: NECC '98: Proceedings of the National Educating Computing Conference (19th, San Diego, CA, June 22-24, 1998); see IR 018 902.