An Investigation of Learning Style and Discipline in a Human Factors Course

Abstract

This study investigated adjustments made to learning materials for an Industrial Engineering Human Factors course at a public research university in the United States. Adjustments were made in an attempt to improve student comprehension of course content. Modifications included creating alternative homework assignments, design exercises, active classroom learning lessons, and lecture presentations to accommodate learning styles defined by Kolb’s experiential learning theory. The same instructor taught the course before and after adjustment. Performance scores (e.g. homework, quizzes, exams) were used to evaluate whether or not the changes in course materials were associated with an improvement in student comprehension of material. Results suggested that while the adjusted materials educated all learning styles similarly, they did not significantly improve student performance. Significant differences were found across various disciplines; however, adjustments reduced these differences over the course of the semester.