This study investigated the effects of cognitive learning style on 1st-year academic performance in 19 university courses. The Gregorc Style Delineator was used to collect learning style information from a sample of 4,546 students over a 4-year period from 1993 to 1997. Academic performance based on learning style was found to be significant (p < 0.05) in 11 of the 19 courses. Based on chi-square and analysis of variance results, it would appear that science and math-related fields are better suited to learners who think sequentially; random learners excel in fine arts courses. All learning styles perform equally well in the liberal arts and social sciences. Implications of the study are discussed.

This study investigated the effects of cognitive learning style on academic performance in two university-level computer applications courses offered by the Faculty of Education and the Department of Computer Science at a large urban university. The Gregorc Style Delineator (Gregorc, 1982a) was used to collect learning-style information from a sample of 974 students over a four-year period from 1993 to 1997. The effect of learning style on academic performance was found to be significant in both courses. Results indicated that sequential learners performed significantly better than did random learners in both courses under investigation. Based on the results, a number of recommendations are made for how instructors can accommodate the needs of all learning styles when facilitating computer application courses.

This exploratory study investigated the impact of learning styles on human‐computer interaction. Seventy learners who were enrolled in a large urban post‐secondary institution participated in the study. The Gregorc Style Delineator™ was used to obtain subjects' dominant learning style scores. Results indicated that patterns of learning indices did not differ significantly based on subjects' dominant learning style. Five of the six measures indicating human‐computer interaction behavior were not significant at the p < 0.05 level. However, learning styles significantly affected learning outcomes, as indicated by a significant main effect, as well as an interaction effect between dominant learning style and achievement scores. It would appear that Abstract Random learners may be at‐risk for doing poorly with certain forms of computer‐aided instruction. Based on the review of literature and results found in this study, it was concluded that computer‐aided instruction may not be the most appropriate method of learning for all students.

sequential (Gregore 1982) Abstract random (Gregore 1982) Processes information primarily through sight Enjoys tasks involving reading, recitation, taking notes, watching videosrandom (Gregore 1982) Processes information primarily through sight Enjoys tasks involving reading, recitation, taking notes, watching videos Processes information primarily through sound Enjoys tasks involving active listening, lecturing, communication, music, narration Processes information through whole body movement and through life experi ences/applications Enjoys tasks involving acting, building, manipulating, cause-effect, designing, playing, field experiences Processes information best within social situations and cooperative groupings Enjoys tasks involving peer collaboration, interactive discussions, debate, interviewing, sharing of stories A linear, sequential thinker who processes information best when it is tangible and grasped by the senses Enjoys tasks involving recognition of cause-and-effect relationships, lab exercises, conducting task analysis, flowcharting, developing arguments, writing or follow ing directions, generating examples, analyzing key ideas A random, multidimensional thinker who processes information best when it is tangible and grasped by the senses Enjoys tasks that include exploration, problem solving, hypothesis generating, independent thinking, synthesizing, idea generating, anticipating problems (what if . . .) A linear, sequential thinker who processes information best when it is invisible to the senses and involves reason and intuition Enjoys tasks involving interpreting textual material, vocabulary building, abstract ing, integrating disparate information, logical analysis, conceptual model building, debate A random, multidimensional thinker who processes information best when it is invisible to the senses and involves reason and intuition Enjoys tasks involving global evaluation, interpersonal interactions, affective analysis, multidimensional analysis, creative, imaginative tasks, mind mapping gy class, or show dramatized, pathologi cal profiles in a psychology course. Learners who have difficulty process ing auditory information in a lecture could benefit greatly by having the pro fessor's written lecture notes (or general class themes) online. To aid the visual learner and those who may have missed lectures, the professor may also wish to convert and archive online overheads or slide presentations according to lecture dates. Students can use the resources as study guides to complement in-class notes and review material before exami nations. Archived material may be used for future semesters and can help formu late the content of future Internet-deliv ered courses that the professor may one day teach.

This exploratory study investigated the impact of learning styles on human-computer interaction. Seventy learners who were enrolled in a large urban post-secondary institution participated in the study. The Gregorc Style Delineator™ was used to obtain subjects' dominant learning style scores. Results indicated that patterns of learning indices did not differ significantly based on subjects' dominant learning style. Five of the six measures indicating human-computer interaction behavior were not significant at the p < 0.05 level. However, learning styles significantly affected learning outcomes, as indicated by a significant main effect, as well as an interaction effect between dominant learning style and achievement scores. It would appear that Abstract Random learners may be at-risk for doing poorly with certain forms of computer-aided instruction. Based on the review of literature and results found in this study, it was concluded that computer-aided instruction may not be the most appropriate method of learning for all students.