Enhancing Learning through Expert Systems in the Marketing Classroom: Learning Styles as a Moderating Factor

Subjects in marketing research classes were assigned to one of two groups to learn a statistical test selection task. One group was assigned an expert system to teach them the process; the other group was assigned a non-automated decision aid. The performance of the subjects in the two groups varied depending on their individual learning style and the extent to which they used the expert system’s help screens. Implications for business educators and directions for future research on learning styles and automated decision aids are discussed.