Individual Differences in Learning with Hypermedia: Effects of Students’ Cognitive Styles, Computer Competency Levels, and Prior Knowledge Levels on Learning Strategies

Abstract

This study examines the effects of cognitive styles, computer competency levels, and prior domain knowledge levels on students’ learning strategies in an instructional hypermedia program. Sixteen students were selected out of 111 students from a Web-enhanced course, based on their cognitive style, computer competency, and prior domain knowledge test scores. In order to reveal students’ learning strategies, interviews and observations were conducted. Results indicated that cognitive styles may be important in terms of study management strategies of the students, and computer competency and prior knowledge levels may affect the patterns of using the hypermedia program.