Learning styles and student perceptions of the use of interactive online tutorials

This study examined the effects of learning styles on learner perceptions of the use of interactive online tutorials. Learners were categorised into five learning style categories and four learning modalities. The responses to a questionnaire with four survey dimensions were analysed in order to ascertain differences based on learning styles, gender and class standing. Researchers investigated whether relationships, interactions, main effects and associations between the variables and survey dimensions existed. The majority of learners perceived the tutorials as useful, accessible, well designed and helpful in completing assignments. Researchers found significant main effects for both gender and learning style, and gender and the perception of usefulness. The relationship between learning styles and gender was statistically significant. Introduction The integration of online supplements in classroom-based courses has become popular. Constructivists believe learners actively construct their own interpretation of messages, thereby leaving learners in control (Berge, 1998; Rovai, Ponton & Baker, 2008). Jonassen, Peck and Wilson (1999) point out that constructivist learning environments can include technology-based environments in which participants may engage in meaningful and useful activities. In constructivist learning environments, learning is participant-centred and participant-directed. Several multimedia tools can be used to create interactive instructional material that includes more than static text and graphics (Birch & Sankey, 2008; Deal, 2002). The use of interactive multimedia can make learning more pleasant and offers learners a British Journal of Educational Technology Vol 42 No 3 2011 470–481 doi: 10.1111/j.1467-8535.2009.01037.x © 2010 The Authors. British Journal of Educational Technology © 2010 Becta. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. chance to explore and construct their own knowledge actively (Moreno & Mayer, 2007). Online interactive multimedia resources can provide students with rich, interactive learning environments that appeal to different learning styles (Birch & Sankey, 2008). Literature review A number of multimedia software applications can be used to incorporate visual, verbal and kinaesthetic learning into online instruction. The integration of video-based simulations allows learners to control the sequence and pace of the instructional material in a way that benefits them. Some individuals may learn better when they can control the pace of presentations (Mayer, 2006). Although many multimedia software applications have been utilised in developing interactive multimedia tutorials as online supplements, each type of multimedia application offers a unique benefit to users. Different forms of media can influence learning based on the capability of the media and the methods they employ (Kozma, 1994). The proper interface of tutorials can assist in gaining students’ attention (Mayer, 2003). A good design of interactive tutorials is a vital factor in enhancing students’ learning experiences. According to Mitchell, Chen and Macredie (2005), the use of online tutorials seem to have a positive effect on learning and the overall improvement on the students’ level of understanding of materials. The authors report a significant relationship between the usefulness, level of understanding and non-linear navigation. However, student performance was lower when the interface design of the tutorials did not match their preferences.