The study compares the effectiveness of two performance support systems, adaptive and non-adaptive, on learning achievements of engineering students. In addition, the research design controls for a possible effect of learning style. The analysis reveals that students working with an adaptive performance support system score significantly higher than students using a non-adaptive performance system on a performance test across different learning styles. The only variation in the two experimental conditions, manipulated in the study, is embedded adaptive arrangement based on learning style. Embedded adaptation mode accommodates learning preferences of students through the structure of learning content as an association between types of learning content and different learning styles is assumed. Learning style does not produce a significant difference in the performance achievements of students and there is no indication for an interaction effect between performance support system as a method of instruction and learning style. These results are explained by two theoretical positions introduced in the background of the study, namely coping behaviour and the distinction between level and style type of cognitive constructs.
|Number of pages||15|
|Journal||International journal of continuing engineering education and life-long learning|
|Publication status||Published - 2008|