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Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all
1Division of General Internal Medicine, Mayo Clinic College of Medicine, Mayo 17, 200 First St., SW, Rochester, MN 55905, USA. cook.david33@mayo.edu
Summary
Adapting computer-assisted instruction (CAI) to cognitive and learning styles (CLSs) does not significantly improve learning efficiency. Research indicates these interactions are infrequent and small, suggesting a focus on strong instructional methods instead.
Area of Science:
- Educational Technology
- Cognitive Psychology
- Instructional Design
Background:
- Previous work suggested adapting computer-assisted instruction (CAI) to learners' cognitive and learning styles (CLSs) could enhance efficiency.
- This article re-evaluates that proposition based on updated evidence.
Purpose of the Study:
- To critically assess the impact of adapting CAI to CLSs on learning efficiency.
- To investigate the frequency and magnitude of aptitude-treatment interactions related to CLSs in CAI.
Main Methods:
- An updated systematic literature search was conducted.
- Findings from new studies were pooled with a previous systematic review.
- Evidence was reinterpreted focusing on aptitude-treatment interactions.
Main Results:
- Only 14% (9 out of 65 analyses) across 48 studies showed significant interactions between CLS and instructional approach.
- Aptitude-treatment interactions with CLSs appear infrequent and of small magnitude.
- Potential explanations include the dominance of strong instructional methods, inadequate CLS assessment tools, and lack of guiding theory.
Conclusions:
- Adapting CAI to learners' CLSs is unlikely to substantially enhance learning efficiency.
- Educators should prioritize employing strong, evidence-based instructional methods.
- Alternative strategies like assessing prior knowledge or offering choice in instructional approaches may be more beneficial.
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