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    Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/62113


    Title: 從認知風格探討科技學習工具介入之個別式數位學習環境之影響;The Effects of Cognitive Styles on Technology-Based Learning Tools
    Authors: 陳攸華;陳明溥
    Contributors: 國立中央大學網路學習科技研究所
    Keywords: 科學教育
    Date: 2014-03-11
    Issue Date: 2014-03-11 15:12:40 (UTC+8)
    Publisher: 行政院國家科學委員會
    Abstract: 研究期間:10308~10407;In recent years, many institutions are rapidly moving towards integrating Technology-Enhanced Learning (TEL) tools into the classrooms. Furthermore, they have also been employed in industrial settings. This is probably because TEL tools provide many benefits for learners, including an increased accessibility to information, better content delivery and increased convenience. However, the initiatives of the TEL tools also require considerable investments, such as hardware costs, software licenses and learning material development. Due to such considerable investments, there is a need to assess the effectiveness of the TEL tools. To this end, a number of studies examined this issue and their results were useful. However, they ignored that individual differences exist among learners. In other words, much remains to be learned about how different users perceive such TEL tools. Learners are unique and have a variety of human factors that greatly influence their learning preferences. Therefore to enhance the learners’ experience and satisfaction, human factors should be considered as an essential issue for the development and use of these TEL tools. Among various dimensions of cognitive styles, Witkin’s Field Dependence plays an essential role in educational research. Thus, this sub-project aims to investigate how Field Dependent and Field Independent learners react to TEL tools used in e-learning environments. Like other sub-projects, the TEL tools considered by this sub-project are Smartphones, Plate Computers, and Ultrabooks. More specifically, learners will use these three tools to interact with the e-learning environments. Furthermore, we will conduct an empirical study to examine the reactions of different cognitive style groups to these three tools. The results from the empirical study will be used to develop user models and design guidelines. The former are applied to describe the requirements of different cognitive style groups while the latter are employed to help designers use the TEL tools to develop e-learning environments that can accommodate the needs of different cognitive styles.
    Relation: 財團法人國家實驗研究院科技政策研究與資訊中心
    Appears in Collections:[網路學習科技研究所 ] 研究計畫

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