Calcaterra, A., Antonietti, A., & Underwood, J. (2005) Cognitive style, hypermedia navigation and learning. Computers & Education archive. V44 (4), 441-457.

The paper examined the influence of cognitive style, spatial orientation and computer skills on hypermedia navigation and learning outcome.

Not surprisingly, the research shows that learning outcome has no relationship with either cognitive style or computer skills. Hence, hypermedia does not favor learners with a specific cognitive style. Secondly, result shows that computer expertise is positively related with orientation ability; high computer skill was associated with holistic style of thinking. This finding may suggest that people who are familiar with operating computers has less extraneous cognitive load than those who have to pay extra effort on navigating in an unfamiliar learning environment.

Since online learning is heavily based on the use of computers, learners with adequate level of computer skills may benefit from the flexibility of navigation in hypermedia system. On the other hand, learners with little computer skills may be disadvantaged by this form of learning. Based on Moore’s (1989) three type of interaction model of distance education, Hillman (1994) extended it to four types of interaction model with the newly introduced learner-interface interaction. Different from conventional education and other forms of distance education, online education has issue of effective learner and interface communication. Design of hypermedia user interface should consider learners with different computer skills and it should take usability into account. Inappropriate design of interface may cause extra cognitive load to learners which brings unpleasant learning experience and decreases learning efficiency.

References:

Hillman, C., A. (1994). Learner-Interface Interaction in Distance Education: An Extension of Contemporary Models and Strategies for Practitioners. American Journal of Distance Education, v8 n2 p30-42.

Moore, M., G. (1989).Three types of interaction. American journal of distance education v3, n2.