Effects of Linking Structure and Cognitive Style on Students' Performance and Attitude in a Computer-Based Hypertext Environment (original) (raw)
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Assessing Learning from Hypertext: An Individual Differences Perspective
Journal of Interactive Learning Research, 2003
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 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 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 revealed 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.
INTERACTION OF HYPERTEXT FORMS AND GLOBAL VERSUS SEQUENTIAL LEARNING STYLES
Journal of Educational Computing Research, 2005
In this study, the relevance of the distinction between sequential and global learners in the context of learning with hypertext was investigated. Learners with global learning style were expected to produce better results when learning with hypertext, whereas learners with sequential learning style should profit from a structural aid in form of a suggested path through the document. In a learning experiment the influence of learning style (global versus sequential) and an additional suggested path through the document on learning achievement with hypertext was empirically tested. The main result was that sequential learners showed poorer results when learning without suggested path, global learners achieved the same results in both text conditions. When learning with a suggested path, both learning styles achieved equal results. We conclude that students with sequential learning style are at no disadvantage when learning with hypertext as long as they can rely on an additional path.
Computers in Human Behavior, 2009
Problems in learning with hypertext systems have been claimed to be caused by high levels of disorientation and cognitive load. This was recognized by DeStefano and LeFevre . Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616-1641.] who predicted an increase of cognitive load and impairment of learning for hypertexts with a higher number of links per page. From a practical perspective, several navigation support techniques, such as providing link suggestions, have been proposed for guiding learners and reducing cognitive overload.
The importance of navigation support and reading order on hypertext learning and cognitive load
2008
Problems in hypertext learning seem to relate with high levels of cognitive load that learners suffer during hypertext reading. One important factor that can increases cognitive load is the number of links per page . Several navigation support techniques, such as link suggestions, have been proposed to reduce cognitive load. In an experiment we tested the effects of number of links and link suggestions on cognitive load and learning. Participants used different hypertext versions, 3-links or 8-links per page, and with link suggestions or not. Participants with navigational support selected a more coherent reading text order and learned better at situational level. More interestingly, the effects on cognitive load were mediated by the hypertext reading order. Participants that selected a low coherent reading order suffered more cognitive load independently of the number of links presented. Implications for research and the design of navigation support systems are discussed.
The Influence of Learning Style on Achievement in Hypertext
2000
The influence of learning styles on achievement in hypertext was investigated. The learning styles of 21 female and 20 male subjects enrolled in an Introduction to Psychology class was assessed using the Learning Style Inventory (LSI) (D. . The LSI categorizes respondents into one of four learning styles based on their abilities in the four stages of the experiential learning cycle. Subjects were presented with a hypertext module from a Web-based Introduction to Psychology course and a printed version of the same module. Achievement was assessed with 4 20-question multiple choice quizzes, each composed of 10 factual and 10 conceptual questions. Two quizzes were presented for each condition; one set was presented immediately, and an alternate set was presented 7 days later. It was hypothesized that Assimilators and Convergers would score highest on all measures of achievement. However, a significant difference was found between Divergers, who scored highest, and Accommodators, who scored lowest.
The purpose of this study was to examine the impact of structural and conceptual user interfaces on learning. Structural interfaces are interfaces which present the learner with the structure of knowledge, while conceptual interfaces present its concepts and main ideas. We hypothesized that interlaced interfaces, which include structural and conceptual elements, would be more effective for learning than any one of the interfaces by themselves. 121 subjects participated in the experiment. Each was given one of six interface formations of a computerized learning environment: a linear browsing interface (control group); a dynamic table of contents (structural interface); a menu-type interface (conceptual); a link-type interface (conceptual); and the interlacing of a structural interface with each of the conceptual interfaces. Each subject responded to two kinds of questions: information-location (superficial processing), and comprehension (deep processing). In this study we found that: a. the interlaced interface table of contents + the menu-type interface was more effective than the menu type interface by itself. However, no difference was found between the formations using the link-type interface. b. no interaction was found between the interface formation and the depth of processing. The conclusion resulting from this study is that the interlacing of interfaces by itself does not contribute to learning; however the interlacing of specific, compatible interfaces can not only make navigation easier (superficial processing), but also enhance deep understanding of content (deep processing).
Cognitive aspects of Web-based hypertext: An experimental approach
2004
This paper reports on a pilot study that is concerned with the cognitive aspects of reading in an electronic environment. The study focuses on text based electronic documents. A cognitive model for hypertext document reading proposed in an earlier work is here developed and validated with the use of think aloud protocols. The model is concerned with the general cognitive processes that take place during reading a hypertext. Navigational strategies that readers employ in hypertext reading and hypertext links' selection are also under study along with the effect of different reading goals on comprehension. The preliminary results from the think aloud protocols show that 100% of the task related data correspond to the components of the cognitive model, allowing us to conclude that the proposed model sufficiently describes the cognitive processes involved in hypertext reading. In addition, three navigational strategies are revealed, linear, mixed, and mixed review. The quantitative data show no significant differences between different reading goals on comprehension and on the amount of text read.
Cognitive Effects of a Structural Overview in a Hypertext
British Journal of Educational Technology, 1999
Disorientation and navigation inefficiency are the consequences of the fragmented and incoherent structure of most hypertexts. To avoid these negative effects, researchers recommend-among other things-an interface with a structural overview of the relations between sections. Some authors have found that with such an overview, information is looked up faster and remembered better. This study examined whether a structural overview also leads to a deeper understanding. Forty students read a hypertext about the effects of ultraviolet radiation in one of two presentation conditions (structural overview and list). In the list condition, the same topics were mentioned as in the overview condition, but just in the format of a list. After reading, they answered textbase questions which measured their recognition and also inference questions supposed to measure their situation model constructed from the information read. The last type of questions indicated the readers' understanding of the text. On textbase questions, subjects with low as well as high prior knowledge scored equally well in both conditions. In contrast to our expectation, the overview did not improve the recognition of main points. However, on situation model questions low prior knowledge subjects scored significantly lower in the overview condition than in the list condition. These results supported our hypothesis that a structural overview may hinder the understanding of less knowledgeable readers, because it draws their attention to the textual macrostructure at the expense of attention to the microstructure of the text.