Do thinking styles matter in the use of and attitudes toward computing and information technology among Hong Kong university students?

Abstract

In the present study, the thinking styles as defined in Sternberg's theory of mental self-government are tested against yet another domain relevant to student learning. This domain is students' knowledge and use of as well as their attitudes toward the use of computing and information technology (CIT) in education. One hundred and ninety-three (75 male and 118 female) students from the University of Hong Kong responded to the Thinking Styles Inventory and to a short questionnaire assessing their attitudes toward the use of CIT in education. The participants also indicated their knowledge and use of a comprehensive list of computing and information technology operations as well as their willingness to receive further training in CIT. Results indicated that, after age and gender being controlled for, the more creativity-generating thinking styles and a preference for working with others (as opposed to a preference for working alone) statistically predicted more knowledge and more frequent use of CIT. Moreover, a favorable attitude toward the use of CIT in education was identified among students of all thinking styles but of the local thinking style. Implications of these findings are discussed in relation to teachers and computing/IT programmers as well as to staff development programs among university teachers.