Technology-assisted learning and learning style : a longitudinal field experiment

Paul, Jen-Hwa HU, Wendy HUI, Theodore H. K. CLARK, Kar Yan TAM

Research output: Journal PublicationsJournal Article (refereed)peer-review

26 Citations (Scopus)


From a student's perspective, technology-assisted learning provides convenient access to interactive contents in a hyperlinked multimedia environment that allows increased control over the pace and timing of the presented material. Previous research examining different aspects of technology-assisted learning has found equivocal results concerning its effectiveness and outcomes. We extend prior studies by conducting a longitudinal field experiment to compare technology-assisted with face-to-face learning for students' learning of English. Our comparative investigation focuses on learning effectiveness, perceived course learnability, learning-community support, and learning satisfaction. In addition, we analyze the effects of different learning styles in moderating the effectiveness of and satisfaction with technology-assisted learning. Overall, our results show significantly greater learning effectiveness with technology-assisted learning than with conventional face-to-face learning. Learning style has noticeable influences on the effectiveness and outcomes of technology-assisted learning. We also observe an apparently important interaction effect with the medium for delivery, which may partially explain the equivocal results of previous research.
Original languageEnglish
Pages (from-to)1099-1112
Number of pages14
JournalIEEE Transactions on Systems, Man, and Cybernetics Part A:Systems and Humans
Issue number6
Publication statusPublished - 29 Oct 2007
Externally publishedYes


  • E-learning
  • learning outcome and satisfaction
  • learning style
  • technology-assisted learning
  • technology-enhanced language training
  • web-based distance learning

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