Assessing learning from hypertext: An individual differences perspective

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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.
Original languageEnglish
Pages (from-to)425-438
Number of pages13
JournalJournal of Interactive Learning Research
Issue number4
Publication statusPublished - 2003


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