International Journal of Human-Computer Interaction
Levels and types of mediation in instructional systems: an individual differences approach
International Journal of Human-Computer Studies
Journal of Interactive Learning Research
Cognitive style and on-line database search experience as predictors of web search performance
Journal of the American Society for Information Science - Special topic issue: individual differences in virtual environments
Differences between novice and experienced users in searching information on the World Wide Web
Journal of the American Society for Information Science - Special topic issue: individual differences in virtual environments
International Journal of Human-Computer Studies
Cognitive and task influences on Web searching behavior
Journal of the American Society for Information Science and Technology
Cognitive styles and hypermedia navigation: development of a learning model
Journal of the American Society for Information Science and Technology
The interactive effects of field dependence-independence and internet document manipulation style on student achievement from computer-based instruction
Cognitive style, hypermedia navigation and learning
Computers & Education
Research issues of Internet-integrated cognitive style
Computers in Human Behavior
Blog Content and Structure, Cognitive Style and Metacognition
International Journal of Technology and Human Interaction
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There is a common assumption that hypermedia navigation is influenced by a learner's style of thinking, so people who are inclined to apply sequential and analytical strategies (left-thinkers) are thought to browse hypermedia in a linear way, whereas those who prefer holistic and intuitive strategies (right-thinkers) tend towards non-linear paths. An experiment was conducted to study both the effects of students' style of thinking on hypermedia navigation and the effects of primes aimed at inducing them to browse the hypermedia according to a given strategy. Two hundred undergraduates in different faculties were asked to visit a website. Navigation was preceded by some initial tasks (primes) that activated either the left- or the right-thinking style; 50 men and 50 women were randomly assigned to each of the two kinds of primes. Then participants were free to browse the hypermedia and navigational paths were tracked down. When navigation had been completed, a questionnaire measuring a preference for either the left- or the right-thinking style was filled out by participants. Analyses showed that primes influenced hypermedia navigation, leading participants to apply strategies consistent with the initial tasks. The participants' age and faculty did not influence their behaviour in navigation. Gender and frequency of computer use determined some minor differences in hypermedia browsing, whereas there was no evidence of any relationship between thinking style and behaviour in navigation.