چکیده (انگلیسی):

ABSTRACT: The current study is intended to investigate into the impact of Information and Communication
Technology (ICT) on Learning Styles (Kolb Model) for students in Smart Secondary Schools at Qom Province, Iran.
This survey is of semi- empirical type along with pre-test and post-test. Sample Group of this study was selected by
means of Morgan’s Sample Size Table and calculation of loss coefficient with 353 participants via simple random
technique; due to limited number of teacher, full- counting method was adopted to compute sample size. All
students and their teachers from 5 urban regions answered to Kolb Learning Style Inventory (KLSI-2005) at pretest stage. After 3 months and through adoption of Information and Communication Technology (ICT), the
questionnaire was again distributed between statistical samples and gathered after responding. To analyze data,
descriptive and inferential statistical methods were utilized (including dependent t-test, Cramer’s V- Willcoxon
Signed Rank Test). Research findings showed that application of ICT has changed mean scores of students in
learning by means of Concrete Experience (CE) and Abstract Conceptualization (AC) at post- test stage (p<0.05);
however, it had no significant effect on scores of Reflective Observation (RO) and Active Experimentation (AE)
(p>0.05). Findings came from review of the impact of using ICT on divergent and convergent, assimilator and
accommodator learning styles indicated that Information and Communication Technology (ICT) has managed to
modify learning styles in students at post- test stage. Thus, it may be concluded that one can modify students’
learning styles by means of ICT.