A cognitive style perspective to handheld devices: Customization vs. personalization

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107196

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107196

Title:	A cognitive style perspective to handheld devices: Customization vs. personalization
Authors:	陳攸華;Hsieh, Chen-Wei;Chen, Sherry Y.
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Cognitive Style;Cognitive styles;College Students;Customization;Design;Educational Technology;Electronic Learning;Foreign Countries;Handheld computers;Handheld Devices;Holism;Individualized Instruction;Likert Scales;Multimedia Materials;Personalization;Preferences;Pretests Posttests;Questionnaires;Scores;Student Attitudes;Student Improvement;Students;Studies;Taiwan;Technology Uses in Education
Date:	2016-01-01
Issue Date:	2026-04-23 13:59:39 (UTC+8)
Publisher:	Athabasca: Athabasca University Press (AU Press)
Abstract:	摘要： Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, a customized digital learning system (CDLS) and personalized digital learning system (PDLS) were implemented with the handheld devices and they tailored to the needs of different cognitive style groups. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group while Study 2 investigated how students with different cognitive styles react to the CDLS and the PDLS. The results from these two studies showed that student with the CDLS and those with the PDLS obtained similar task scores and post-test scores, regardless of their cognitive styles. However, cognitive styles affected the efficiency of completing tasks and perceptions for customization and personalization. 出版者： Athabasca: Athabasca University Press (AU Press) 出版日期： 2016-01-01 出處： International review of research in open and distance learning, 2016-01, Vol.17 (1), p.1-22 資源來源： EBSCOhost OmniFile Full Text Select 版權： Copyright (c), 2016Chen-WeiHsieh, Sherry Y.Chen 版權： Copyright International Review of Research in Open and Distance Learning Jan 2016 識別號： ISSN: 1492-3831 識別號： EISSN: 1492-3831 識別號： DOI: 10.19173/irrodl.v17i1.2168
Appears in Collections:	[網路學習科技研究所 ] 期刊論文

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