The Effects of Different Text Design and Learner Cognitive Style on Learning Effectiveness and Appeal

This research verified the interactive effect between the instructional text design by using elaboration model (step by step vs linear) and students’ cognitive style on the learning effectiveness and appeal. Experimental factorials design (2X2) was used to test the hypothesis. Two groups of students was taken by cluster sampling. It was concluded that Step-by-step elaboration model was more effective and more appeal, Field independence students revealed significantly higher achievement than field dependence students, and there was no interaction between the strategy of designing instructional text and students' cognitive style on learning effectiveness.