Abstract
Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow studentsâ?? interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials.
 
 The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the studentsâ?? learning styles.
Highlights
Admitting the role of ICT in today’s education, has generated an explosion of learning, where “the demand for knowledge becomes a key factor in determining prosperity, security and quality of life by using those media that allow rapid exchange of information” [1], and requires a need for clarity and vision concerning its dynamic evolution as a mediation for learning.Along with the concerns for the effects that ICT may have in general on education, stands the question if these new opportunities meet the interest and motivation of today’s college students
Since the groups belonged to engineering students, the results support such research as that of [21], who have observed the preference of learning styles in students of various types of engineering and in students of electrical engineering technology and computer science
In these studies they have found that computer science students are inclined for the active, visual, and sequential styles
Summary
Admitting the role of ICT in today’s education, has generated an explosion of learning, where “the demand for knowledge becomes a key factor in determining prosperity, security and quality of life by using those media that allow rapid exchange of information” [1], and requires a need for clarity and vision concerning its dynamic evolution as a mediation for learning. Along with the concerns for the effects that ICT may have in general on education, stands the question if these new opportunities meet the interest and motivation of today’s college students. Their identity is partly defined by the books they read, but mainly by the television programs they watch and the multimedia hypertexts they consult on the Internet every day
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