Abstract
In today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research model was developed to investigate the influence of various factors on learning outcomes in computer-mediated learning environments. Specifically, a laboratory experiment was conducted to examine the influence of vividness, interactivity, task complexity, and learning style on learning outcomes in the context of learning procedural knowledge. Overall, strong support was found in support of the proposed research model. The theoretical and practical implications of these results are discussed.
| Original language | English (US) |
|---|---|
| State | Published - 2007 |
| Externally published | Yes |
| Event | 22nd Annual Conference of the International Academy for Information Management, IAIM 2007 - Montreal, QC, Canada Duration: Dec 7 2007 → Dec 9 2007 |
Other
| Other | 22nd Annual Conference of the International Academy for Information Management, IAIM 2007 |
|---|---|
| Country/Territory | Canada |
| City | Montreal, QC |
| Period | 12/7/07 → 12/9/07 |
Keywords
- Computer-mediated learning
- Interactivity
- Learning style
- Task complexity
- Vividness
ASJC Scopus subject areas
- Computer Graphics and Computer-Aided Design
- Computer Vision and Pattern Recognition
- Software