From an instructional perspective, it is conceivable that employing an appropriate hypertext architecture should have the advantage of facilitating learning by representing logical- ly the interrelationships between the different pieces of infor- mation contained within the hypertext. Furthermore, there would appear to be a sound theoretical rationale for suggest- ing that the degree to which hypertext-based instructional systems facilitate learning will be contingent on an individ- ual's cognitive style. This study aims to investigate whether different hypertext architectures can be matched to an indi- vidual's cognitive style to facilitate learning. Three hypertext architectures, linear, hierarchical, and relational were employed, and cognitive style was assessed using the Cogni- tive Styles Analysis (Riding, 1991). The findings revealed that for certain hypertext architectures learning may be facil- itated when the architecture is matched to the cognitive style of the user. The results have implications for the design of web-based learning systems.
|Number of pages||13|
|Journal||Journal of Interactive Learning Research|
|Publication status||Published - 2003|