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Learning from Hypertext and the Analyst-Intuition Dimension of Cognitive Style
PROCEEDINGS

, University of Glamorgan, United Kingdom

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montreal, Canada ISBN 978-1-880094-46-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

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 aimed to investigate the effects of hypertext architecture and cognitive style on learning. Fifty three participants were assigned to one of three hypertext architectures corresponding to linear, hierarchical and relational structures. Cognitive style was assessed using the Cognitive Styles Index. The findings revealed an interaction between cognitive style and hypertext architecture on the recall performance of participants. However, when learning was assessed at a deeper level, no significant effects were observed. Further analysis revealed that concept maps of the hypertext architecture differed between participants in each hypertext condition.

Citation

Graff, M. (2002). Learning from Hypertext and the Analyst-Intuition Dimension of Cognitive Style. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 361-368). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2019 from .

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