Abstract
The rapid evolution of hypermedia technology makes it possible to access an immense volume of information in an educational setting, This research examines the relationship between individual differences (in particular, cognitive styles) and navigation strategies using a WWW-based hypermedia learning system. The hypermedia learning system was used at Sheffield University's Department of Information Studies. Twenty Masters students were pre-tested for their cognitive styles. Dependent variables included navigation patterns, selection of navigation tools, and reactions to the hypermedia system. The results indicated that students with differing cognitive styles and individual characteristics selected different access facilities and applied different navigation patterns. The implication of these findings and the role of individual differences in designing hypermedia-based learning systems are discussed.
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