Measuring Learning Styles with Questionnaires Versus Direct Observation of Preferential Choice Behavior in Authentic Learning Situations: The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS)
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Computers in Human Behavior, Jahrgang 14, Nr. 4, 01.12.1998, S. 543-557.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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RIS
TY - JOUR
T1 - Measuring Learning Styles with Questionnaires Versus Direct Observation of Preferential Choice Behavior in Authentic Learning Situations
T2 - The Visualizer/Verbalizer Behavior Observation Scale (VV-BOS)
AU - Leutner, Detlev
AU - Plass, Jan L.
PY - 1998/12/1
Y1 - 1998/12/1
N2 - Research on learning styles and their assessment has been the focus of growing interest due to rapid advances in educational multimedia applications. As an alternative to conventional questionnaires, the VV-BOS, a computer-based instrument for direct observation of students' preference for visual or verbal learning material in an authentic learning situation, was developed. A study with 103 second language learners was conducted to assess the reliability and validity of the scale scores provided by this instrument. The visualizer/verbalizer scale scores were highly reliable. They correlated moderately with corresponding VVQ and ELSIE questionnaire scale scores. Students' learning outcome could successfully be predicted using the VV-BOS scale, but not using the questionnaire scales. The results indicate that the direct observation of students' preferential choice behavior is a promising alternative to conventional questionnaires for the assessment of individual differences in multimedia training and instruction.
AB - Research on learning styles and their assessment has been the focus of growing interest due to rapid advances in educational multimedia applications. As an alternative to conventional questionnaires, the VV-BOS, a computer-based instrument for direct observation of students' preference for visual or verbal learning material in an authentic learning situation, was developed. A study with 103 second language learners was conducted to assess the reliability and validity of the scale scores provided by this instrument. The visualizer/verbalizer scale scores were highly reliable. They correlated moderately with corresponding VVQ and ELSIE questionnaire scale scores. Students' learning outcome could successfully be predicted using the VV-BOS scale, but not using the questionnaire scales. The results indicate that the direct observation of students' preferential choice behavior is a promising alternative to conventional questionnaires for the assessment of individual differences in multimedia training and instruction.
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=0032309575&partnerID=8YFLogxK
U2 - 10.1016/S0747-5632(98)00023-5
DO - 10.1016/S0747-5632(98)00023-5
M3 - Journal articles
AN - SCOPUS:0032309575
VL - 14
SP - 543
EP - 557
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
IS - 4
ER -