In a non-adaptive e-learning system, students whose learning mode matches the presentation mode achieve higher test scores than mismatched students¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students using the NON-AES whose actual learning mode preferences are suited to the system's fixed default (sequential, non-multimedia) score higher at repeat 0 and repeat 1 than unsuited students, significant at p = 0.05. → Surjono 2015
Evidence¶
Surjono 2015¶
Herman Dwi Surjono. (2015). The Effects of Multimedia and Learning Style on Student Achievement in Online Electronics Course. TOJET: The Turkish Online Journal of Educational Technology, 14(1). https://eric.ed.gov/?id=EJ1057334
q3 · i? · causal · r1
Multilevel analysis of repeated test scores within the NON-AES control group (33 of 67 randomly assigned students), comparing suited versus unsuited learning-mode preferences against the fixed sequential non-multimedia default; the null hypothesis was rejected at the significance level of p = 0.05. No effect size is printed.
"It can be concluded that students who learn using the NON-AES in which their learning mode is suited have higher test score at repeat 0 and repeat 1 than students using the same system in which their learning mode is not suited."
Discussion¶
Related Claims¶
- The match advantage appears in both adaptive and non-adaptive online course versions — a broader claim this one bears on
- In an adaptive e-learning system, students whose actual learning mode matches their profile achieve higher test scores than mismatched students — related
- Learning Styles Matching Does Not Improve Learning — reports the opposite
- Strong unmet learning-style preferences produce stronger negative effects on performance than moderate or weak unmet preferences — related
- In one author's classroom media experiments, intuitive learners tended to score above sensing learners, though not in every format comparison — related
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