Enhancing ICT Learning by Matching Type of Instruction and Individual Differences
Abstract: This study examined the effects of individual differences and type of instruction on secondary school learners’ animation project performance in an ICT course. Two classes of eighth graders, 35 males and 36 females, participated in the experiment. Participants’ learning styles were identified based on the perspective of Verbal-Imaginal information processing. Two types of instruction, the exemplary model and the exploratory model, were implemented to support learners’ completion of the animation project. The results revealed that learners’ performance and motivation were enhanced when type of instruction was matched with learners’ learning style. Female learners and high prior knowledge learners outperformed male learners and low prior knowledge learners in the animation project. The enhancement effect of matching type of instruction and learning style was found in this study.
Presider: Robin Roberts, University of Nevada, Las Vegas