The role of learning style in university students' computer attitudes: Implications relative to the effectiveness of computer-focused and computer-facilitated instruction

This research, conducted in an interdisciplinary approach and employing current education paradigms, models of learning theory, technology acceptance and attitude/technology interaction, investigated the manner in which students' learning styles affected their attitudes towards computer technology and the impact of those learning styles and attitudes on learning outcomes.; Analyses of data collected from four higher education institutions over a period of two-and-a-half years using a learning style inventory based on Gregorc's Style Delineator and a computer attitude scale adapted from Loyd and Gressard's Computer Attitude Scale indicate that a student's learning style (how information is gathered from the environment and how that information is processed and organized mentally) and attitudes toward computers may be, to some extent, a factor of gender and other conditions outside the student's control (e.g., fetal brain exposure to gonadal hormones). Certain technology-favoring learning styles were found more often in males while technology-averse learning styles were found more often in females. There were positive differences between overall GPA and students' GPA in computer-focused coursework (computer GPA exceeded overall GPA) in specific learning style groupings. Data also indicate that students tended to select academic majors and instruction delivery methods that complemented their learning styles and computer attitudes.; Implications for the future implementation of computers in schools and technology training, especially for females, are discussed and suggestions for future research are proposed.