Year: 2011
Type: article
Abstract: The rich, interdisciplinary tradition of learning styles is markedly absent in information systems-related research. The current study applies the framework of learning styles to a common educational component of many of today’s information systems curricula - object-oriented systems development - in an effort to answer the question as to whether one’s learning style, when matched with a specific complementary instructional methodology, results in increased domain-specific performance. The data collected from 196 information systems majors enrolled in object-oriented systems development courses suggest that task performances increases significantly when the instructional methodology closely mirrors the student’s learning style inclination.
Institution: Auburn University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2379940