Interaction of hypertext forms and global versus sequential learning styles

Author(s)
Andreas Dünser, Marco Jirasko
Abstract

In this study, the relevance of the distinction between sequential and global learners in the context of learning with hypertext was investigated. Learners with global learning style were expected to produce better results when learning with hypertext, whereas learners with sequential learning style should profit from a structural aid in form of a suggested path through the document. In a learning experiment the influence of learning style (global versus sequential) and an additional suggested path through the document on learning achievement with hypertext was empirically tested. The main result was that sequential learners showed poorer results when learning without suggested path, global learners achieved the same results in both text conditions. When learning with a suggested path, both learning styles achieved equal results. We conclude that students with sequential learning style are at no disadvantage when learning with hypertext as long as they can rely on an additional path. Π2005, Baywood Publishing Co., Inc.

Organisation(s)
External organisation(s)
University of Canterbury
Journal
Journal of Educational Computing Research
Volume
32
Pages
79-91
No. of pages
13
ISSN
0735-6331
Publication date
2005
Peer reviewed
Yes
Austrian Fields of Science 2012
5010 Psychology
Portal url
https://ucris.univie.ac.at/portal/en/publications/interaction-of-hypertext-forms-and-global-versus-sequential-learning-styles(05a11ca7-35d8-46c7-ba1e-f0124ddf8acd).html