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Understanding Cognitive Style and Learning Style and Their Application to Teaching and Learning in Engineering Key Words: Cognitive Style, Learning Style, PowerPoint

Abstract

A general perception exists that visually-oriented teaching, using PowerPoint, is the most effective approach to use in engineering education. However, in a survey completed last year by about 200 engineering students, the majority of the students indicated that they preferred board-written lectures to lectures using PowerPoint presentations for technical material. To remedy the possible problem with cognitive load, a new set of PowerPoint slides were developed, in which all parts of figures and equations sequentially appear. Students in two different mechanical engineering courses were surveyed using the VARK (Visual, Aural, Read/Write, Kinesthetic) questionnaire to classify students’ learning style and to determine their attitude towards PowerPoint lectures. The majority of students surveyed were found to be kinesthetic or read-write in their learning style. Those students who had experienced the animated PowerPoint presentations were much more favorable towards PowerPoint than those who had not. Future work will compare VARK learning styles of engineering students with those of liberal arts students and enhanced PowerPoint lectures with PowerPoint that includes printed handouts.

Introduction

In order to succeed in engineering studies, students must possess certain cognitive traits: ≠ The ability to handle higher mathematics ≠ The ability to identify and formulate problems ≠ The ability to model physical situations with mathematical models ≠ The ability to relate the mathematical solutions to physical solutions ≠ The ability to be creative in generating alternative solutions In addition, each student will have a certain characteristic learning style which will influence the type of presentation or activity that best communicates concepts to him or her. There is a general perception that visually-oriented teaching, using Power Point, is the most effective approach to use in engineering education. However, in a survey completed last year by about 200 engineering students, the majority of the students indicated that they preferred board-written lectures to lectures using Power Point presentations for technical material. The survey result provokes a need to clarify the distinctive characteristics our students in regard to teaching and learning in engineering education.

After initial attempts to understand how students were learning, the engineering faculty authors teamed up with a psychology professor, an expert in educational psychology (V.S.) who provided significant insights into what we were observing. For example, one probable aspect of students’ dissatisfaction with PowerPoint for technical presentations is the limitation of short-term memory in connecting previous slides of data and equations with a present slide, a problem that doesn’t arise when blackboards are covered with equations and schematics (before they are erased).

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Lee, B. K., & Leiffer, P., & Graff, R. W., & Sheafer, V. (2009, June), Understanding Cognitive Style And Learning Style And Their Application To Teaching And Learning In Engineering. Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5277