Exploring the Role of Thinking Styles in Enhancing Knowledge Achievement with Digital Video Courseware

Abstract

This study explores the role of thinking styles; legislative, executive, and judicial in enhancing knowledge achievement through digital video courseware (DVC). Drawing on Sternberg’s Mental Self-Government (MSG) Theory and Mayer’s segmenting principle, the research investigates the effectiveness of two instructional modes: learner-paced digital video courseware (DVC-LS) and system-paced digital video courseware (DVC-SS). Legislative thinkers, who thrive in innovative and self-directed environments, excelled in learner-paced settings. Conversely, executive thinkers, who prefer structured guidance, and judicial thinkers, adept at evaluating and analyzing, achieved better outcomes in system-paced formats. These findings underscore the importance of aligning instructional strategies with diverse cognitive preferences to maximize learning outcomes. By addressing the varied needs of learners, this study provides insights into the design of flexible and inclusive digital learning environments, contributing to enhanced educational practices in the 21st century.