A Study of Learning Effects in Different Cognitive Styles in PBL Animation Course

Abstract

The purpose of this study was to explore different cognitive styles of learning effects in PBL animation courses. This study used qualitative and quantitative research methods mixed in 12-week experimental learning courses. Also the teaching method was designed and based on both problem-based and project-based learning (PBL) approach, providing students with online learning, discussing, and sharing environment. In addition, in the end of course each group will complete a group project. At the beginning of the first class, a standardized test called "Groups Embedded Figure Test(GEFT)" was implemented to understand student's cognitive style. During the teaching period, student's learning process was recorded along with teacher's own reflection. The results of this study are as follows: Although no significant differences of learning effects between different cognitive styles, but there is a significant impact on student's work style. Also, the analysis of group projects shows that field-independent students can integrate more strategies in problem solving to complete group project than field-dependent students.