What affect student cognitive style in the development of hypermedia learning system? 指導教授 : 陳明溥博士研究生 : 王麗君 Lee, C. H. M., Cheng, Y. W., Rai, S., &

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What affect student cognitive style in the development of hypermedia learning system? 指導教授 : 陳明溥博士研究生 : 王麗君 Lee, C. H. M., Cheng, Y. W., Rai, S., & Depickere, A. (2005). What affect student cognitive style in the development of hypermedia learning system? Computers & Education, 45, 1-19.

2 Introduction 1. A key factor in the development of hypermedia-based learning is cognitive style (CS) as it related to - users’ information processing habits / representing individual user’s typical modes of perceiving, thinking, remembering, problem solving. 2. The factors have significant effect on students’ CS in a hypermedia learning system : - non-linear learning (NL) - learner control (LC) - multiple tools (MT)

3 Research 1. Exploring the correlation between the three learning dimensions. 2.Investigation the interaction among the three learning dimensions and their effect on students’ CS using two different methods of analysis. (generalized linear model and tree-based regression) 3.Comparing the effect of students’ background and the three learning dimensions on students’ CS.

4 Literature framework 1. Hypermedia - networks of multimedia nodes connected by links are used to present information and manage retrieval. 2. Cognitive style - a deeper understanding. - awareness of students’ particular preferences. - enhance students’ learning, retention and retrieval of information.

5 Research model Field DependentField Independent Generalized linear model Linear (guided navigation) Non-linear (free navigation) Learner controlProgram controlIndividual control Multiple tools More 1. Information process :Global. 2. Rely on maps to build the entire perceptual field. Less 1. Information process :analytical. 2. Used index or tools to find specific information.

6 Methodology 1.Sample: cluster sampling 2.Evaluation tools: Questionnaire (1)Cognitive style : FI / FD (2)Three learning dimension: - Linear learning (tutor/lecture) v.s. Non-linear learning (open/distance/flexible) - Learner control ( low or high) - Multiple tools (minimum or maximum) 3.Tools for statistical analysis: - Pearson’s product moment correlation coefficient (1)correlation: generalized linear model / tree based (2)predictor: LC / MT / CS

7 Result 1.C orrelation between the three learning dimensions. HighLow

8 Result 2. Interaction among the three learning dimensions and their effect on students’ CS using two different methods of analysis.

9 Cont.

10 Cont.

11 Cont.

12 Result 3. Comparing the effect of students’ background and the three learning dimensions on students’ CS

13 Cont.

14 Conclusion 1.CS is a key factor in the development of hypermedia learning system since different types of learning dimensions are evident and must be taken into considerations in order to enrich the quality of education for students. 2. This can be applied to the design of adaptive hypermedia systems that can be tailored to individualize instruction.