Designing Web Usability: The Practice of Simplicity
Designing Web Usability: The Practice of Simplicity
Adaptive Navigational Tools for Educational Hupermedia
ICCAL '92 Proceedings of the 4th International Conference on Computer Assisted Learning
Accommodating field-dependence: a cross-over study
Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education
Cognitive style, hypermedia navigation and learning
Computers & Education
What affect student cognitive style in the development of hypermedia learning system?
Computers & Education
Education and Information Technologies
Mining e-Learning domain concept map from academic articles
Computers & Education
Web search strategies: The influence of Web experience and task type
Information Processing and Management: an International Journal
Discovering Learning Pattern in Different Cognitive Style of Learners
ICCIT '08 Proceedings of the 2008 Third International Conference on Convergence and Hybrid Information Technology - Volume 02
Characterizing the influence of domain expertise on web search behavior
Proceedings of the Second ACM International Conference on Web Search and Data Mining
Interacting with Computers
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
Web-based learning programs: Use by learners with various cognitive styles
Computers & Education
Addictive links: the motivational value of adaptive link annotation in educational hypermedia
AH'06 Proceedings of the 4th international conference on Adaptive Hypermedia and Adaptive Web-Based Systems
Web-based learning: effects on learning process and outcome
IEEE Transactions on Education
Learning benefits of structural example-based adaptive tutoring systems
IEEE Transactions on Education
Hi-index | 0.00 |
Research suggests that certain visual instructional aids can reduce levels of disorientation and increase learning performance in, and positive attitudes towards, HLS for learners with specific individual differences. However, existing studies have looked at only one or two individual differences at a time, and/or considered only a small number of visual instructional aids. No study has considered the impact of the three most commonly studied individual differences - cognitive style, domain knowledge and computer experience - on learning performance, disorientation and attitudes in a HLS incorporating a full range of visual instructional aids. The study reported here addresses this shortcoming, examining the effects of, and between, these three individual differences in relation to learning performance, disorientation and attitudes in two HLS versions: one that incorporated a full set of visual instructional aids and one that did not. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids, whereas no such effects were found for the other HLS version. Analysis of the results led to a set of HLS design guidelines, presented in the paper, and the development of an agenda for future research. Limitations of the study and their implications for the generalizability of the findings are also presented.