Abstract
There are various ways to divide cognitive style types, and the commonly used one is to divide cognitive style types into field-dependence, and independence, to distinguish whether individuals are susceptible to external interference and influence. Cognitive style type can be accomplished by three experimental methods: stick-frame, mosaic graph, and questionnaire, but if only one method is used for individual testing, the test results will produce certain experimental errors. Firstly, to reduce the resulting error of using separate tests, this study tries to integrate the three testing methods of bar frame, mosaic graph, and cognitive style questionnaire, and use the methods of controlled experiment and parallel experiment to verify, make up for the resulting error of using one way to test alone and improve the accuracy of cognitive style type test. Secondly, to better teach according to the student’s needs, and use different teaching strategies for students with different types of cognitive styles, to further analyze the correlations between cognitive styles and individual factors and elements of teaching assessment. Of these, the individual factors include MBTI, self-confidence, openness or closedness, age, gender, size of town of residence, school climate, and heredity totaling eight, and the teaching assessment factors include subject interest, subject achievement, learning strategies, and teaching preferences totaling four. Multifactor ANOVA and t-tests were used to explore the extent to which direct correlations between individual factors and elements of instructional assessment, and indirect correlations between individual factors and cognitive style traits, coincided with each other. Finally, combining the correlation between the variables can lead to: the correlation scale of individual factors, cognitive style traits, and teaching assessment factors, which can be used as a guideline and reference for the development of the teaching program, and better improve the effectiveness of teaching and students’ learning experience. Teaching effectiveness, students’ learning experience effect (National Innovation Name: Design and Research on Intelligent Test Platform for Cognitive Style Discrimination. National Innovation Number: 202310007018).
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Luo, X. et al. (2024). A Study on Cognitive Style Type Test and Its Application in Teaching Activities. In: Kurosu, M., Hashizume, A. (eds) Human-Computer Interaction. HCII 2024. Lecture Notes in Computer Science, vol 14687. Springer, Cham. https://doi.org/10.1007/978-3-031-60441-6_17
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DOI: https://doi.org/10.1007/978-3-031-60441-6_17
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