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.
Abstract: The study aimed to identify the nature of autistic
talent, the manifestations of their weak central coherence, and their
sensory characteristics. The case study consisted of four talented
autistic males. Two of them in drawing, one in clay formation and
one in jigsaw puzzle. Tools of data collection were Group Embedded
Figures Test, Block Design Test, Sensory Profile Checklist Revised,
Interview forms and direct observation. Results indicated that talent
among autistics emerges in limited domain and being extraordinary
for each case. Also overlapping construction properties. Indeed, they
show three perceptual aspects of weak central coherence: The weak
in visual spatial-constructional coherence, the weak in perceptual
coherence and the weak in verbal – semantic coherence. Moreover,
the majority of the study cases used the three strategies of weak
central coherence (segmentation, obliqueness and rotation). As for
the sensory characteristics, all study cases have numbers of that
characteristics that especially emerges in the visual system.
Abstract: The evolution in project management was triggered by
the changes in management philosophy and practices in order to
maintain competitive advantage and continuous success in the field.
The purpose of this paper is to highlight the practicality of cognitive
style and unlearning approach in influencing the achievement of
project success by project managers. It introduces the concept of
planning, knowing and creating style from cognitive style field in the
light of achieving time, cost, quality and stakeholders appreciation in
project success context. Further it takes up a discussion of the
unlearning approach as a moderator in enhancing the relationship
between cognitive style and project success. The paper bases itself on
literature review from established disciplines like psychology,
sociology and philosophy regarding cognitive style, unlearning and
project success in general. The analysis and synthesis of literature in
the subject area a conceptual paper is utilized as the basis of future
research to form a comprehensive framework for project managers in
enhancing the project management competency.