Levels and types of mediation in instructional systems: an individual differences approach

Abstract

Thirty-eight university students were tested for field-dependence/-independence using Riding's computer-administered Cognitive Styles Analysis (CSA). They also learned using computerized versions of Pask and Scott's teaching materials designed to suit holist and serialist learning strategies. It was found that (a) students' holist and serialist competence could be predicted using CSA scores, (b) learning in matched conditions (using instructional materials structured to suit their learning styles) was significantly superior for both holists and serialists than in mismatched conditions, and (c) serialist instructional materials resulted in overall better learning performance and efficiency than did holist materials. Possible reasons for the lack of positive correlations reported in previous studies, along with implications for the development of user models to support the development of adaptive instructional systems, are discussed.