Comparing the effect of cognitive style on learners’ engagement levels and learning performance by analyzing LMS logs

Abstract

Teachers can publish a variety of multimedia learning materials on learning management system. Students can freely access these materials for their self-regulated learning. Students with different verbalizer-visualizer cognitive style may have different engagement levels in accessing different kinds of online multimedia learning materials, and thus may affect their learning performance. Therefore, this study analyzed the system logs for understanding the effects of verbalizer-visualizer cognitive style on students’ engagement levels and learning performance. The results revealed that cognitive style did not affect the engagement level of the students. However, students learning performance was affected by cognitive style. These results were then discussed.