The Relationship Between Learning Styles and Creativity Students: An Information Visualization Class Case Study

ID: 52401 Type: Full Paper: Practice Based
  1. Pedro Abreu, Pedro Martins, Penousal Machado, and Joel Arrais, Centre for Informatics and Systems (Univ. Coimbra), Portugal
  2. Anabela Gomes, Centre for Informatics and Systems (Univ. Coimbra) & Engineering Institute (Polytechnic of Coimbra), Portugal

Tuesday, June 26 2:15-2:45 PM Location: Noord View on map

Presider: Diana Bogusevschi, Dublin City University, Ireland

Abstract: Over the years, many research works have addressed the problem of identifying the students learning styles in academic contexts. Usually, these studies have focused on courses like the ones related to computer programming in which students have a set of predefined exercises and assignments whose goal is to achieve known outputs through the exploration of a reduced number of different strategies. This inherent lack of creative freedom masks somehow the influence that learning styles have in students learning processes. The main goal of the proposed study is to constitute a first step in eliminating this gap, which is achieved by analyzing students learning styles in a creative environment (an Information Visualization course is used as case study). As part of a Masters degree program in Design and Multimedia, the Information Visualization course attempts to present the students with big data contexts exploring powerful metaphors in a complete, effective and aesthetically appealing way. To identify the students learning styles, the Felder’s Learning Model was used and a correlation analysis between those styles and the final scores was performed. In both exams, negative correlations between Sensory/Intuitive (-0.58, -0.55) and Sequential/Global (-0.5,-0.51) were detected and some relations between the students learning styles and their exams performances were also detected.

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