Abstract:

Adaptive Hypermedia Learning Systems that tailor presentation and navigational support basing on either prior knowledge or cognitive styles, separately, have been developed and evaluated. However, there is a need to determine how the two individual differences could be combined in designing adaptive hypermedia learning systems in order to maximise learning and comprehension of educational materials. To this end, the study presented in this paper developed two adaptive hypermedia learning systems, one tailored to students’ prior knowledge while the other to their cognitive styles with emphasis on Holist-Serialist dimension. Comparative effects of using the two systems using perceptions and attitudes as a measure were then investigated. In total, 104 students participated in the study, 60 students using the prior knowledge version while 44 participated on the cognitive styles version. The findings indicate that students using the cognitive styles version had more positive attitudes and perceptions towards their version than those who used the prior knowledge version. The implications of these results for the design of effective adaptive hypermedia learning systems combining prior knowledge and cognitive styles are discussed.

Keywords:

Cognitive Styles, Prior Knowledge, Perceptions, Learning Performance, Adaptive Educational Hypermedia, Computer Based Training, Holist, Serialist, HCI.