The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment

Abstract

This study involved 17 graduate students enrolled in a Behavioral Disorders course. As a part of the course, they engaged in an extensive case-based hypermedia program designed to enhance their ability to solve student emotional and behavioral problems. Results include: (1) students increased their knowledge about behavioral disorders; (2) those students with more hypermedia experience spent more time using the hypermedia program; (3) those students who acquired greater knowledge also wrote better student reports; and (4) students, regardless of learning style (as measured by Kolb's Learning Style Inventory), benefited equally from using the hypermedia program.