The role of unit evaluation, learning and culture dimensions related to student cognitive style in hypermedia learning
Lee, C.H.M., Sudweeks, F., Cheng, Y.W. and Tang, F.E. (2010) The role of unit evaluation, learning and culture dimensions related to student cognitive style in hypermedia learning. In: 7th International Conference on Cultural Attitudes Towards Technology and Communication, 15 - 18 June, Vancouver, Canada
Recent developments in learning technologies such as hypermedia are becoming widespread and offer significant contributions to improving the delivery of learning and teaching materials. A key factor in the development of hypermedia learning systems is cognitive style (CS) as it relates to users‟ information processing habits, representing individual users‟ typical modes of perceiving, thinking, remembering and problem solving.
A total of 97 students from Australian (45) and Malaysian (52) universities participated in a survey. Five types of predictor variables were investigated with the CS: (i) three learning dimensions; (ii) five culture dimensions; (iii) evaluation of units; (iv) demographics of students; and (v) country in which students studied. Both multiple regression models and tree-based regression were used to analyse the direct effect of the five types of predictor variables, and the interactions within each type of predictor variable. When comparing both models, tree-based regression outperformed the generalized linear model in this study. The research findings indicate that unit evaluation is the primary variable to determine students‟ CS. A secondary variable is learning dimension and, among the three dimensions, only nonlinear learning and learner control dimensions have an effect on students‟ CS. The last variable is culture and, among the five culture dimensions, only power distance, long term orientation, and individualism have effects on students‟ CS. Neither demographics nor country have an effect on students‟ CS.
These overall findings suggest that traditional unit evaluation, students‟ preference for learning dimensions (such as linear vs non-linear), level of learner control and culture orientation must be taken into consideration in order to enrich students‟ quality of education. This enrichment includes motivating students to acquire subject matter through individualized instruction when designing, developing and delivering educational resources.
|Publication Type:||Conference Paper|
|Murdoch Affiliation:||School of Information Technology|
|Notes:||Appears In: Sudweeks, F.,Hrachovec, H. and Ess, C (Eds).Proceedings of the 7th International Conference on Cultural Attitudes Towards Communication Technology. Paper presented at University of British Columbia, Canada, 15-18 June (pp.400-419).|
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