107 14 1 45-55 Plakans, & Gebril, 2017 Chen, & Ford, 1998 Messick 1984 Witkin Dyk Fattuson Goodenough Karp 1962
46 field-independent field-dependent Holists Serialists Ku, Hou, & Chen, 2016 Jonassen, & Grabowsk,1993 Clewley Chen Liu 2011 Chan Hsieh Chen 2014 Wu Hou 2015 Rakedzon, & Baram-Tsabari, 2017 1 10 Android
47 1 1. 2. 2 3 2 3
48 Study Preference Questionnaire Study Preference Questionnaire Study Preference Questionnaire SPQ Ford, 1985 SPQ SPQ 17 Ford 1985 6 A B C DE F Chrysostomou Chen Liu 2008
49 13 4 4 SPQ SPQ 7 6 5 SPQ 4 1
50 1 N = 7 N = 6 7 5 3 2 1 2 2 1 0 1 2 2 N = 7 N = 6 0 0 3 3 4 1 4 4 3 2
51 N = 5 Clewley, Chen, & Liu, 2011 N = 4 Jonassen Grabowski 1993 global approach N = 4 N = 2 : N = 2 N = 4 N = 3 N = 1 N = 1 global approach Jonassen, & Grabowski, 1993
52 N = 2
53 MOST 104-2511-S-008-008-MY3 MOST 105-2811-S-008-006 Chan, C. H., Hsieh, C. W., & Chen, S. Y. (2014). Cognitive styles and the use of electronic journals in a mobile context. Journal of Documentation, 70(6), 997-1014. doi: 10.1108/JD-02-2014-0035 Chen, S. Y., & Ford, N. J. (1998). Modelling user navigation behaviours in a hyper-media-based learning system: An individual differences approach. Knowledge Organization, 25(3), 67-78. Chrysostomou, K., Chen, S., Y., & Liu, X. (2008). Investigation of users preferences in interactive multimedia learning systems: A data mining approach. Interactive Learning Environments, 17(2), 151-163. doi: 10.1080/10494820801988315 Clewlely, N., Chen, S. Y., & Liu, X. (2011). Mining learning preferences in Web-based instruction: Holists vs. serialists. Educational Technology & Science, 14(4), 266-277. Ford, N. (1985). Learning styles and strategies of postgraduate students. British Journal of Educational Technology, 16(1), 65-77. doi: 10.1111/j.1467-8535.1985.tb00483.x Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning, and instruction. Mahwah, NJ: Erlbaum. Ku, O., Hou, C. C., & Chen, S. Y. (2016). Incorporating customization and personalization into game-based learning: A cognitive style perspective. Computers in Human Behavior, 65, 359-368. doi: 10.1016/j.chb.2016.08.040 Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19(2), 59-74. doi: 10.1080/00461528409529283 Plakans, L., & Gebril, A. (2017). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 31, 98-112. doi: 10.1016/j.asw.2016.08.005 Rakezon, T., & Baram-Tsabari, A. (2017). To make a long story short: A rubric for assessing graduate students academic and popular science writing skills. Assessing Writing, 32, 28-42. doi: 10.1016/ j.asw.2016.12.004 Witkin, H., A., Dyk, R. B., Fattuson, H. F., Goodenough, D. R., & Karp, S. A. (1962). Psychological differentiation: Studies of development. New York, NY: Wiley.
54 Wu, S., Y., & Hou, H., T. (2015). How cognitive styles affect the learning behaviors of online problem-solving based discussion activity a lag sequential analysis. Journal of Educational Computing Research, 52(2), 277-298. doi: 10.1177/0735633115571307 Yu-Fen Tseng is a Master Student of Graduate Institute of Network Learning Technology, National Central University, Taoyuan City, Taiwan. Jen-Hang Wang is a Post-Doctor of Graduate Institute of Network Learning Technology, National Central University, Taoyuan City, Taiwan. (Corresponding Author) Sherry Y. Chen is a Chair Professor of Graduate Institute of Network Learning Technology, National Central University, Taoyuan City, Taiwan. 106 03 30 106 05 04 106 05 11
National Taiwan University of Science and Technology Journal of Liberal Arts and Social Sciences 2018, 14(1), 45-55 THE INVESTIGATION OF THE USE OF A TRAINING SYSTEM FOR THE LOGIC OF ENGLISH TEXT: A COGNITIVE STYLE APPROACH Yu-Fen Tseng Jen-Hang Wang Sherry Y. Chen Graduate Institute of Network Learning Technology, National Central University ABSTRACT We developed a Training System for the Logic of English Text (TLET) to help learners develop the understandings of the logic of English text. Moreover, an empirical study was conducted to investigate how cognitive styles affected learners perception for the use of the TLET. The results indicated that Holists and Serialists preferred to use the position hint to solve problems. Besides, they thought that the hint of English explanation was not useful for them. On the other hand, Holists slightly relied on the answer hint to complete the tasks while Serialists would like to complete the tasks independently. Additionally, extra functionalities suggested by Holists and Serialists were also different. In brief, of this research contributes to provide a deep understanding of the different requirements of Holists and Serialists when they using the TLET. Such an understanding can be applied to develop a personalized TLET. Keywords: cognitive styles, hints, English learning