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The Relationship of Indices of Student Navigational Patterns in a Hypermedia Geology Lab Simulation to Two Measures of Learning Style
Article

, Southern Illinois University at Edwardsville, United States

Journal of Educational Multimedia and Hypermedia Volume 5, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study presents for 31 students using a hypermedia geology lab simulation the relationship of their cognitive style and modality preference to several indices of navigational path data. Three subscales of the Learning Styles Inventory measured field dependence/independence and a 12-item scale measured visual, auditory, or kinesthetic dominance. Navigational path indices were total time, total nodes, time per node, linearity and reversibility. Several significant (p < 0.1) relationships were found between learning style and navigational data, as well as differential use of sections of the program. The significance of the findings for accommodating learning styles in hypermedia simulations is discussed.

Citation

Andris, J.F. (1996). The Relationship of Indices of Student Navigational Patterns in a Hypermedia Geology Lab Simulation to Two Measures of Learning Style. Journal of Educational Multimedia and Hypermedia, 5(3), 303-315. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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