The Effects of Gender and Dominant Mental Processes on Hypermedia Learning
ARTICLE
Holly Ellis, W. Gary Howard, University of West Florida, United States
Journal of Educational Multimedia and Hypermedia Volume 21, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The effects of gender and dominant mental process on learning is an area of increased interest among educators. This study was designed to explore those effects on hypermedia learning. The hypermedia module was created using a modified hierarchical structure, and a pre-test/post-test was conducted. The Myers-Briggs Type Indicator (MBTI) was administered to establish students’ dominant mental processes. Statistical tests employed were an independent samples t-test and one-way ANCOVAs. Findings indicated that gender and dominant mental process had significant effects on learning using hypermedia. Although females had greater gains on pre-test/post-test scores, both genders evidenced learning. Dominant mental process, as measured by MBTI, had significant influence on post-test scores.
Citation
Ellis, H. & Howard, W.G. (2012). The Effects of Gender and Dominant Mental Processes on Hypermedia Learning. Journal of Educational Multimedia and Hypermedia, 21(4), 359-369. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/40481/.
© 2012 Association for the Advancement of Computing in Education (AACE)