Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107494

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107494

Title:	Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors
Authors:	陳攸華;Huang, Yueh-Min;Hwang, Jan-Pan;Chen, Sherry Y.
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Affective Behavior;affective learning;Affective Measures;Biofeedback;Cognitive Style;cognitive styles;College Students;Control Groups;Correlation;Educational Environment;Emotional Response;Experimental Groups;Factor Analysis;Foreign Countries;holists-serialists;Human-computer interaction;Interactive learning;Metabolism;Performance Based Assessment;physiological factors and emotion;Physiology;Pretests Posttests;Questionnaires;Statistical Analysis;Teaching Methods;Teaching Models;User interface;Web Based Instruction;web-based learning
Date:	2016-08-17
Issue Date:	2026-04-23 14:15:30 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Abingdon: Routledge
Abstract:	摘要： Cognitive styles have been regarded as a crucial factor that affects the effectiveness of web-based learning (WBL). Previous research indicated that educational settings that match with students' cognitive styles can enhance students' learning performance, which is, however, linked to their emotion. Various physiological signals can be applied to measure emotion but the pulse is perhaps the most effective indicator. Thus, we conduct an exploratory research, which looks for a link between emotion and the matching/mismatching instructional approach with the condition of cognitive styles through a continuous pulse rate monitoring. The matching/mismatching instructional approach was delivered via a WBL system, which includes an index version and map version. The pulses of individual learners are collected by using a non-intrusive sensor. Our results indicate that the matching condition enables learners to feel more positive emotions than the mismatching condition, and is also linked to better learning performance. 出版者： Abingdon: Routledge 出版日期： 2016-08-17 出處： Interactive learning environments, 2016-08, Vol.24 (6), p.1198-1214 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2014 Informa UK Limited, trading as Taylor & Francis Group 2014 版權： 2014 Informa UK Limited, trading as Taylor & Francis Group 識別號： ISSN: 1049-4820 識別號： EISSN: 1744-5191 識別號： DOI: 10.1080/10494820.2014.978791
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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