The Effects of Visual Elements and Cognitive Styles on Students Learning in Hypermedia Environment
One of the major features of hypermedia learning is its non-linear structure, allowing learners, the opportunity of flexible navigation to accommodate their own needs. Nevertheless, such flexibility can also cause problems such as insufficient navigation and disorientation for some learners, especially those with Field Dependent cognitive styles. As a result students learning performance can be deteriorated and in turn, they can have negative attitudes with hypermedia learning systems. It was suggested that visual elements can be used to compensate dilemmas. However, it is unclear whether these visual elements improve their learning or whether problems still exist. The aim of this study is to investigate the effect of students cognitive styles and visual elements on students learning performance and attitudes in hypermedia learning environment. Cognitive Style Analysis (CSA), Learning outcome in terms of pre and post-test, practical task, and Attitude Questionnaire (AQ) were administered to a sample of 60 university students. The findings revealed that FD students preformed equally to those of FI. Also, FD students experienced more disorientation in the hypermedia learning system where they depend a lot on the visual elements for navigation and orientation purposes. Furthermore, they had more positive attitudes towards the visual elements which escape them from experiencing navigation and disorientation dilemmas. In contrast, FI students were more comfortable, did not get disturbed or did not need some of the visual elements in the hypermedia learning system.
[1] Allport, G.W. (1937). Personality: A Psychological Interpretation. New York Holt and Co. [2] Becker, D. A., & Dwyer, D. A. (1994). Using hypermedia to provide learner control. Journal of Educational Multimedia and Hypermedia, 3(2), 155172. [3] Chen, S.Y., & Ford, N.J. (1998). Modelling user navigation behaviours in a hypermedia-based learning system: An individual differences approach. International Journal of Knowledge Organization, 25(3), 67-78. [4] Chen, S.Y., Ford, N.J. 2000. Individual differences, hypermedia navigation and learning: An empirical study. Journal of Educational Multimedia and Hypermedia 19 4, pp. 281312. [5] Chen S.Y. & Macredie R.D. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology, 53, 1, 3-15. [6] Chen, C. and Rada, R. (1996) Interacting with hypertext: A meta-analysis of experimental studies. Human-Computer Interaction, 11 (2), 125-156. [7] Cho, Y. (1995). The nature of learner's cognitive processes in learner- and program-controlled hypertext learning environments. UMI, DAI-A 56/06, p. 2207, Publication Number, AAT 9534749. [8] Dufresne, A., & Turcotte, S. (1997) Cognitive style and its implications for navigation strategies. In Boulay, B., Mizoguchi, R. (eds.): Artificial intelligence in Education Knowledge and Media Learning System. Amsterdam IOS Press, Kobe, Japan, pp. 287-293 [9] De La Passardiere, B. d. and Dufresne, A. 1992. Adaptive Navigational Tools for Educational Hypermedia. In Proceedings of the 4th international Conference on Computer Assisted Learning (June 17 - 20, 1992). I. Tomek, Ed. Lecture Notes In Computer Science, vol. 601. Springer-Verlag, London, 555-567. [10] Ernesti F (2002) The effect of individual difference variables, learning environment, and cognitive task on statistical learning performance, Unpublished PhD dissertation. West Virginia University. [11] Felix U (2001) A multivariate analysis of students experience of web based learning. Australian Journal of Educational Technology 17, 1, 21-36. [12] Ford N and Chen S Y (2001) Matching/mismatching revisited: an empirical study of learning and teaching styles British Journal of Educational Technology 32, 1, 5-22. [13] Hildreth, C.R. (1995). The GUI OPAC: Approach with caution (online). The Public Access Computer Systems Review 6(5) [14] Hlscherl C and Strubel G (2000) Web search behaviour of Internet experts and new users Computer Networks 33, 1, 337346. [15] Jonassen, D.H., and Grabowski, B.L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates. [16] Khalifa M. and Lam R. (2002). Web-based learning: effects on learning process and outcome. IEEE Transactions on Education, 45, 350-356. [17] Kim (2001), Implications of user characteristics in information seeking on the World Wide Web International Journal of Human-Computer Interaction 13, 3, 323-340. [18] Large A. (1996) Hypertext instructional programs and learner control: a research review. Education for Information, 4, 95-106 [19] Lawless and Brown, 1997. Multimedia learning environments: Issues of learner control and navigation. Instructional Science. v25 i2. 117-131. [20] Lewis and Polson, 1990. C. Lewis and P.G. Polson, Theory-based design for easily learned interfaces, HCI 5 (1990), pp. 191220. [21] Liu, M., & Reed, W.M. (1995) The effect of hypermedia assisted instruction on second-language learning through a semantic-network-based approach. Journal of Educational Computing Research, 12(2), 159-175. [22] Lunts, E. (2002). What does the literature say about the effectiveness of learner control in computer-assisted instruction? Electronic Journal for the Integration of Technology in Education, 1(2). [23] Marchionini, G. (1995). Information Seeking in Electronic Environments. Cambridge University Press. [24] Mendes, M. E. X., & Hall, W. (1999). Hyper-authoring for education: a qualitative evaluation. Computers and Education, 32, 5164. [25] Merrill, D. M. (1980). Learning control in computer based learning. Computers & Education, 4, 7795. [26] Messick S. (1976). Individuality in learning. San Francisco: Jossey-Bass. [27] Nielsen, J. (1990). The art of navigating through hypertext. Communications of the ACM, 33 (3), 298-310. [28] Nielsen, J. (1995). Multimedia and hypertext: The internet and beyond. Cambridge, MA: Academic Press. [29] Nielsen, J. (2000), Designing web usability: The practice of simplicity, New Rider Publishing, USA (2000). [30] Palmquist, R.A., Kim, K.-S. (2000). Cognitive style and on-line database search experience as predictors of Web search performance. Journal of the American Society for Information Science, 51(6), 558-566. [31] Parkinson, A.P., Redmond, J.A The impact of cognitive styles and educational computer environments on learning performance Computer Sc Dept Trinity College Dublin. Ireland. 2002 [32] Post, Paul E. (1987). The effect of field independence and field dependence on computer assisted instruction achievement. Journal of Industrial Teacher Education V25, n2, p60-67, Fall 1987. [33] Riding R and Rayner S G (1998) Cognitive styles and learning strategies David Fulton, London. [34] Sims, R. (1998). Futures for computer-based training: Developing the learner-computer interface. Australian Journal of Educational Technology, 4, 123-136. [35] Tannenbaum, R.K. (1982). An investigation of the relationships between selected instructional techniques and identified field dependent and field independent cognitive styles as evidenced among high school students enrolled in studies of nutrition. Disser. Abs. Inter, 43, 68. [36] Thompson, M.E and Thompson, G. (1987) Field dependence-independence and learning from instructional text. (ERIC Document No.ED258 563) [37] Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and formative evaluation of an adaptive educational system based on cognitive styles. Computers and Education, 41(1), 87103. [38] Wang, P., Hawk, W.B., & Tenopir, C. (2000) Users interaction with World Wide Web resources: An exploratory study using a holistic approach. Information Processing & Management, 36, 229-251 [39] Weller H G, Repman, J., William, L and G. Rooze (1995). Improving the effectiveness of learning through Hypermedia and based instruction. The Importance of Learner characteristics. Computers in Human Behavior, Vol 11, No.3-4, pp 451-465. [40] Wey, P., Waugh, M.L. (1993). The effects of different interface presentation modes and users individual differences on users hypertext information access performance. Paper presented at Annual Meeting of American Educational Research Association Atlanta, Ga. [41] Witkin H, Moore C, Goodenough D Cox,P (1977) Field dependent and field cognitive styles and their educational implications. Review of Educational Research, 47, 1-64. [42] Witkin, M.A., Oltman, P., Raskin, E., Karp, S. (1971). A Manual for the Embedded Figures Test. Palo Alto, CA: Consulting Psychologists Press. [43] Witkin, H.A and Goddenough D R (1981) Cognitive styles: essence and origins, International Universities Press, Inc, New York.
[1] Allport, G.W. (1937). Personality: A Psychological Interpretation. New York Holt and Co. [2] Becker, D. A., & Dwyer, D. A. (1994). Using hypermedia to provide learner control. Journal of Educational Multimedia and Hypermedia, 3(2), 155172. [3] Chen, S.Y., & Ford, N.J. (1998). Modelling user navigation behaviours in a hypermedia-based learning system: An individual differences approach. International Journal of Knowledge Organization, 25(3), 67-78. [4] Chen, S.Y., Ford, N.J. 2000. Individual differences, hypermedia navigation and learning: An empirical study. Journal of Educational Multimedia and Hypermedia 19 4, pp. 281312. [5] Chen S.Y. & Macredie R.D. (2002). Cognitive styles and hypermedia navigation: development of a learning model. Journal of the American Society for Information Science and Technology, 53, 1, 3-15. [6] Chen, C. and Rada, R. (1996) Interacting with hypertext: A meta-analysis of experimental studies. Human-Computer Interaction, 11 (2), 125-156. [7] Cho, Y. (1995). The nature of learner's cognitive processes in learner- and program-controlled hypertext learning environments. UMI, DAI-A 56/06, p. 2207, Publication Number, AAT 9534749. [8] Dufresne, A., & Turcotte, S. (1997) Cognitive style and its implications for navigation strategies. In Boulay, B., Mizoguchi, R. (eds.): Artificial intelligence in Education Knowledge and Media Learning System. Amsterdam IOS Press, Kobe, Japan, pp. 287-293 [9] De La Passardiere, B. d. and Dufresne, A. 1992. Adaptive Navigational Tools for Educational Hypermedia. In Proceedings of the 4th international Conference on Computer Assisted Learning (June 17 - 20, 1992). I. Tomek, Ed. Lecture Notes In Computer Science, vol. 601. Springer-Verlag, London, 555-567. [10] Ernesti F (2002) The effect of individual difference variables, learning environment, and cognitive task on statistical learning performance, Unpublished PhD dissertation. West Virginia University. [11] Felix U (2001) A multivariate analysis of students experience of web based learning. Australian Journal of Educational Technology 17, 1, 21-36. [12] Ford N and Chen S Y (2001) Matching/mismatching revisited: an empirical study of learning and teaching styles British Journal of Educational Technology 32, 1, 5-22. [13] Hildreth, C.R. (1995). The GUI OPAC: Approach with caution (online). The Public Access Computer Systems Review 6(5) [14] Hlscherl C and Strubel G (2000) Web search behaviour of Internet experts and new users Computer Networks 33, 1, 337346. [15] Jonassen, D.H., and Grabowski, B.L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates. [16] Khalifa M. and Lam R. (2002). Web-based learning: effects on learning process and outcome. IEEE Transactions on Education, 45, 350-356. [17] Kim (2001), Implications of user characteristics in information seeking on the World Wide Web International Journal of Human-Computer Interaction 13, 3, 323-340. [18] Large A. (1996) Hypertext instructional programs and learner control: a research review. Education for Information, 4, 95-106 [19] Lawless and Brown, 1997. Multimedia learning environments: Issues of learner control and navigation. Instructional Science. v25 i2. 117-131. [20] Lewis and Polson, 1990. C. Lewis and P.G. Polson, Theory-based design for easily learned interfaces, HCI 5 (1990), pp. 191220. [21] Liu, M., & Reed, W.M. (1995) The effect of hypermedia assisted instruction on second-language learning through a semantic-network-based approach. Journal of Educational Computing Research, 12(2), 159-175. [22] Lunts, E. (2002). What does the literature say about the effectiveness of learner control in computer-assisted instruction? Electronic Journal for the Integration of Technology in Education, 1(2). [23] Marchionini, G. (1995). Information Seeking in Electronic Environments. Cambridge University Press. [24] Mendes, M. E. X., & Hall, W. (1999). Hyper-authoring for education: a qualitative evaluation. Computers and Education, 32, 5164. [25] Merrill, D. M. (1980). Learning control in computer based learning. Computers & Education, 4, 7795. [26] Messick S. (1976). Individuality in learning. San Francisco: Jossey-Bass. [27] Nielsen, J. (1990). The art of navigating through hypertext. Communications of the ACM, 33 (3), 298-310. [28] Nielsen, J. (1995). Multimedia and hypertext: The internet and beyond. Cambridge, MA: Academic Press. [29] Nielsen, J. (2000), Designing web usability: The practice of simplicity, New Rider Publishing, USA (2000). [30] Palmquist, R.A., Kim, K.-S. (2000). Cognitive style and on-line database search experience as predictors of Web search performance. Journal of the American Society for Information Science, 51(6), 558-566. [31] Parkinson, A.P., Redmond, J.A The impact of cognitive styles and educational computer environments on learning performance Computer Sc Dept Trinity College Dublin. Ireland. 2002 [32] Post, Paul E. (1987). The effect of field independence and field dependence on computer assisted instruction achievement. Journal of Industrial Teacher Education V25, n2, p60-67, Fall 1987. [33] Riding R and Rayner S G (1998) Cognitive styles and learning strategies David Fulton, London. [34] Sims, R. (1998). Futures for computer-based training: Developing the learner-computer interface. Australian Journal of Educational Technology, 4, 123-136. [35] Tannenbaum, R.K. (1982). An investigation of the relationships between selected instructional techniques and identified field dependent and field independent cognitive styles as evidenced among high school students enrolled in studies of nutrition. Disser. Abs. Inter, 43, 68. [36] Thompson, M.E and Thompson, G. (1987) Field dependence-independence and learning from instructional text. (ERIC Document No.ED258 563) [37] Triantafillou, E., Pomportsis, A., & Demetriadis, S. (2003). The design and formative evaluation of an adaptive educational system based on cognitive styles. Computers and Education, 41(1), 87103. [38] Wang, P., Hawk, W.B., & Tenopir, C. (2000) Users interaction with World Wide Web resources: An exploratory study using a holistic approach. Information Processing & Management, 36, 229-251 [39] Weller H G, Repman, J., William, L and G. Rooze (1995). Improving the effectiveness of learning through Hypermedia and based instruction. The Importance of Learner characteristics. Computers in Human Behavior, Vol 11, No.3-4, pp 451-465. [40] Wey, P., Waugh, M.L. (1993). The effects of different interface presentation modes and users individual differences on users hypertext information access performance. Paper presented at Annual Meeting of American Educational Research Association Atlanta, Ga. [41] Witkin H, Moore C, Goodenough D Cox,P (1977) Field dependent and field cognitive styles and their educational implications. Review of Educational Research, 47, 1-64. [42] Witkin, M.A., Oltman, P., Raskin, E., Karp, S. (1971). A Manual for the Embedded Figures Test. Palo Alto, CA: Consulting Psychologists Press. [43] Witkin, H.A and Goddenough D R (1981) Cognitive styles: essence and origins, International Universities Press, Inc, New York.
@article{"International Journal of Business, Human and Social Sciences:64927", author = "Rishi Ruttun", title = "The Effects of Visual Elements and Cognitive Styles on Students Learning in Hypermedia Environment ", abstract = "One of the major features of hypermedia learning is its non-linear structure, allowing learners, the opportunity of flexible navigation to accommodate their own needs. Nevertheless, such flexibility can also cause problems such as insufficient navigation and disorientation for some learners, especially those with Field Dependent cognitive styles. As a result students learning performance can be deteriorated and in turn, they can have negative attitudes with hypermedia learning systems. It was suggested that visual elements can be used to compensate dilemmas. However, it is unclear whether these visual elements improve their learning or whether problems still exist. The aim of this study is to investigate the effect of students cognitive styles and visual elements on students learning performance and attitudes in hypermedia learning environment. Cognitive Style Analysis (CSA), Learning outcome in terms of pre and post-test, practical task, and Attitude Questionnaire (AQ) were administered to a sample of 60 university students. The findings revealed that FD students preformed equally to those of FI. Also, FD students experienced more disorientation in the hypermedia learning system where they depend a lot on the visual elements for navigation and orientation purposes. Furthermore, they had more positive attitudes towards the visual elements which escape them from experiencing navigation and disorientation dilemmas. In contrast, FI students were more comfortable, did not get disturbed or did not need some of the visual elements in the hypermedia learning system.
", keywords = "Hypermedia learning, cognitive styles, visual elements, support, learning performance, attitudes and perceptions", volume = "3", number = "7", pages = "1684-9", }
