| dc.description.abstract | In recent years, mobile devices are widely applied to support student learning. On the other hand, student learning is also being shifted from individual learning to collaborative learning. To this end, integrating mobile devices into collaborative learning is a current trend. In other words, mobile collaborative learning is a popular educational setting. However, students have various characteristics, among which cognitive styles play an important role in student learning. Therefore, the research presented in this dissertation aims to examine students’ different reactions to mobile learning and collaborative learning from a cognitive style perspective. To reach this aim, two empirical studies are conducted to investigate how cognitive styles affect students’ learning behavior, performance and perception to mobile learning (Study 1) and collaborative learning (Study 2).
The results from Study 1 suggest that there is a need to provide Serialists with additional help when their learning took place in a desktop computer scenario. On the other hand, the findings from Study 2 demonstrate that the heterogeneous groups used more effective learning behavior, demonstrated better learning performance and showed more positive reactions to the collaborative learning than the homogeneous groups. Furthermore, the students’ learning performance is not only related to their behavior, but also is associated with their perceptions. Based on the results of each study, two frameworks are produced. These frameworks can be applied to support students, designers, researchers and instructors to promote mobile collaborative learning.
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