TY - JOUR
T1 - Measuring Learning Styles with Questionnaires Versus Direct Observation of Preferential Choice Behavior in Authentic Learning Situations
T2 - The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS)
AU - Leutner, Detlev
AU - Plass, Jan L.
N1 - Funding Information:
The work of the second author was conducted at the University of California, Santa Barbara, and was supported by a post-doctoral fellowship from the German Academic Exchange Service (DAAD). CyberBuch was developed by Dorothy M. Chun and Jan L. Plass (see http://www.smpcollege.com/182554.html) with support of several Instructional Improvement Grants from the Office of Instructional Consultation at the University of California, Santa Barbara. The authors would like to thank Dorothy M. Chun for her invaluable help and input for the present study. We would also like to thank William Petig at Stanford University and Wilfried Voge at UCLA for their support in conducting the present study.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 1998/12/1
Y1 - 1998/12/1
N2 - Research on learning styles and their assessment has been the focus of growing interest due to rapid advances in educational multimedia applications. As an alternative to conventional questionnaires, the VV-BOS, a computer-based instrument for direct observation of students' preference for visual or verbal learning material in an authentic learning situation, was developed. A study with 103 second language learners was conducted to assess the reliability and validity of the scale scores provided by this instrument. The visualizer/verbalizer scale scores were highly reliable. They correlated moderately with corresponding VVQ and ELSIE questionnaire scale scores. Students' learning outcome could successfully be predicted using the VV-BOS scale, but not using the questionnaire scales. The results indicate that the direct observation of students' preferential choice behavior is a promising alternative to conventional questionnaires for the assessment of individual differences in multimedia training and instruction.
AB - Research on learning styles and their assessment has been the focus of growing interest due to rapid advances in educational multimedia applications. As an alternative to conventional questionnaires, the VV-BOS, a computer-based instrument for direct observation of students' preference for visual or verbal learning material in an authentic learning situation, was developed. A study with 103 second language learners was conducted to assess the reliability and validity of the scale scores provided by this instrument. The visualizer/verbalizer scale scores were highly reliable. They correlated moderately with corresponding VVQ and ELSIE questionnaire scale scores. Students' learning outcome could successfully be predicted using the VV-BOS scale, but not using the questionnaire scales. The results indicate that the direct observation of students' preferential choice behavior is a promising alternative to conventional questionnaires for the assessment of individual differences in multimedia training and instruction.
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U2 - 10.1016/S0747-5632(98)00023-5
DO - 10.1016/S0747-5632(98)00023-5
M3 - Article
AN - SCOPUS:0032309575
SN - 0747-5632
VL - 14
SP - 543
EP - 557
JO - Computers in Human Behavior
JF - Computers in Human Behavior
IS - 4
ER -