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Individual Differences, Hypermedia Navigation,and Learning: An Empirical Study
Article

, , University of Sheffield, United Kingdom

Journal of Educational Multimedia and Hypermedia Volume 9, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

The learning behaviour and performance of 65 postgraduate students using a hypermedia-based tutorial were measured. Data were also obtained on cognitive style, levels of prior experience, motivation, age, and gender. A number of statistically significant interactions were found. Field-dependent/independent cognitive styles were linked to strategic differences in navigation. Levels of prior experience were linked to quantitative differences in both navigation behaviour and learning performance. The implications of these findings are discussed.

Citation

Ford, N. & Chen, S.Y. (2000). Individual Differences, Hypermedia Navigation,and Learning: An Empirical Study. Journal of Educational Multimedia and Hypermedia, 9(4), 281-311. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2019 from .

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