How Learning Styles Affect Student Attitudes Toward Technology

Abstract

The problem of the study was to determine whether the learning styles of students act as predictors of their attitudes toward technology use in the curriculum. The learning styles were measured using the Kolb Learning Style Inventory and attitudes toward technology measured by a survey instrument developed specifically for this study. Results of a multiple regression analysis used to distinguish whether attitude toward technology could be predicted by gender, class standing, major concentration, and learning style, showed no significant results. Principal components analysis supported a two-factor solution for the 12 items contained in the survey. These two factors were Internet and CD-ROM technologies. The results indicating that the frequent use of computers for “one to one” communication (email) and web surfing supported the literature regarding the steady increase in the use of electronic mail and the Internet by students in higher education.

Keywords:

• technology
• learning styles
• Kolb Learning Style Inventory
• attitudes toward technology

Additional information

Notes on contributors

Jennifer E. Lukow

Biographical Information

Jennifer Lukow is an Assistant Professor in the Department of Human Performance and Health Promotion at the University of New Orleans.

Craig M. Ross

Craig Ross is an Associate Professor in the Department of Recreation and Park Administration at Indiana University.