Abstract

The learning behaviour and performance of 65 postgraduate students using a hypermedia-based tutorial were measured. Data were also obtained on cognitive style, levels of prior experience, motivation, age, and gender. A number of statistically significant interactions were found. Field-dependent/independent cognitive styles were linked to strategic differences in navigation. Levels of prior experience were linked to quantitative differences in both navigation behaviour and learning performance. The implications of these findings are discussed. The rapid rise in the use of the World Wide Web (WWW or Web) in teaching and learning has brought hypermedia into prominence as a mode of information accessing. The term “hypermedia ” signifies both mode and media of information presentation. Hypermedia may be distinguished from hypertext insofar as the former may include sound and/or moving images in addition to text. However, the research reported here focuses on the hyper element

Citations