International Journal of Human-Computer Interaction
Levels and types of mediation in instructional systems: an individual differences approach
International Journal of Human-Computer Studies
Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
Do cognitive styles affect learning performance in different computer media?
Proceedings of the 7th annual conference on Innovation and technology in computer science education
International Journal of Human-Computer Studies
International Journal of Human-Computer Studies
| Hi-index | 0.00 |
In a previous study, it was found that field-independent learners performed significantly better than field-dependent learners in a web based and in a computerised text-based environment. It was decided to adapt both a web interface and a traditional text to accommodate the Field-dependent learner so as to try to reduce the disparity in performance with Field-independents. Seventy Information Systems students were initially assessed for Field-dependence/Field-independence cognitive style using the Group Embedded Figures Test (GEFT). The group of students was divided up randomly into two halves. In Session one, group 1 studied using a Web interface Modules 1 - 9 of an Introductory Course in Artificial Intelligence. Group 2 studied the same material in hard copy form only (Text). All studied the material for one hour per week for six weeks. They were then assessed in a one-hour exam. After a period of 7 weeks, in Session 2, Group 1 studied Modules 10 - 18 using Text while group two studied the same material using the Web interface. The results showed that the performance of Field-dependent individuals, be it in text or web, to be comparable to Field-independents.