Learning style as an influence on the effectiveness of self-paced computer-assisted instruction: Preliminary results

Preliminary results reported here indicate that differences in learning performance can be identified for different learning style categories (as measured by the Myers Briggs Type Indicator (MBTI).

Abstract

Many have studied the relative effectiveness of self-paced, computer-assisted instruction. An experiment was conducted to investigate whether people of certain who exhibit certain learning styles are more successful using a self-paced instructional package. The preliminary results reported here indicate that differences in learning performance can be identified for different learning style categories (as measured by the Myers Briggs Type Indicator (MBTI).