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

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)22_Publication in policy or professional journal

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  • Paul Jen-Hwa Hu
  • Wendy Hui
  • Theodore H.K. Clark
  • Kar Yan Tam


Original languageEnglish
Pages (from-to)1099-1112
Journal / PublicationIEEE Transactions on Systems, Man, and Cybernetics Part A:Systems and Humans
Issue number6
Publication statusPublished - Nov 2007
Externally publishedYes


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. © 2007 IEEE.

Research Area(s)

  • E-learning, Learning outcome and satisfaction, Learning style, Technology-assisted learning, Technology-enhanced language training, Web-based distance learning

Citation Format(s)