Abstract

In the last decades AHLSs have increasingly focused on human factors to develop didactic methods able to personalize learning contents to students' needs and prior knowledge. In agreement with this perspective, the present research aimed at assessing the relationship between cognitive styles and learning process in a SCORM setting. 119 undergraduate students were divided into two groups, e-learners and traditional learners. All participants completed both the Cognitive Style Questionnaire and the Intrinsic Motivation Scale in order to evenly distribute the sample. The e-learners received then the teaching materials adapted to their preferred cognitive style, whereas the traditional learners received the same but non-adapted materials. The research findings indicated the key role of the adaptation of learning contents to cognitive style in a e-learning setting even though participants' intrinsic motivation resulted low.

Autore Pugliese

• Roselli Teresa , Rossano Veronica

Tutti gli autori

• TANUCCI G.;SINATRA M.;DI BITONTO P.;ROSELLI T.;ROSSANO V.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2012

ISSN

Non Disponibile

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

Non Disponibile

Numero di citazioni Scopus

7

Ultimo Aggiornamento Citazioni

Non Disponibile

Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile