Assessing learning from hypertext: An individual differences perspective
Martin Graff, School of Humanities and Social Sciences, United Kingdom
Journal of Interactive Learning Research Volume 14, Number 4, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
From an instructional perspective, it is conceivable that employing an appropriate hypertext architecture should have the advantage of facilitating learning by representing logically the interrelationships between the different pieces of information contained within the hypertext. Furthermore, there would however appear to be a sound theoretical rationale for suggesting that the degree to which hypertext based instructional systems facilitate learning will be contingent on an individual’ s cognitive style. This study aims to investigate whether different hypertext architectures can be matched to an individual’ s cognitive style in order to facilitate learning. Three hypertext architectures, linear, hierarchical and relational were employed, and cognitive style was assessed using the Cognitive Styles Analysis (Riding, 1991). The findings reveal that for certain hypertext architectures learning may be facilitated when the architecture is matched to the cognitive style of the user. The results have implications for the design of web based learning systems.
Graff, M. (2003). Assessing learning from hypertext: An individual differences perspective. Journal of Interactive Learning Research, 14(4), 425-438. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Declan Kelly, National College of Ireland, Ireland
Journal of Educational Multimedia and Hypermedia Vol. 17, No. 3 (July 2008) pp. 307–336
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