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Individual Differences in Adaptive Educational Hypermedia: The Effect of Cognitive Style and Visual Working Memory
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Author(s): Nikos Tsianos (National & Kapodistrian University of Athens, Greece), Panagiotis Germanakos (National & Kapodistrian University of Athens, Greece), Zacharias Lekkas (National & Kapodistrian University of Athens, Greece)and Costas Mourlas (National & Kapodistrian University of Athens, Greece)
Copyright: 2009
Pages: 17
Source title:
Cognitive and Emotional Processes in Web-Based Education: Integrating Human Factors and Personalization
Source Author(s)/Editor(s): Constantinos Mourlas (National & Kapodistrian University of Athens, Greece), Nikos Tsianos (National & Kapodistrian University of Athens, Greece)and Panagiotis Germanakos (National & Kapodistrian University of Athens, Greece)
DOI: 10.4018/978-1-60566-392-0.ch009
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Abstract
The purpose of this chapter is to experimentally explore the effect of individual differences in an adaptive educational hypermedia application. To that direction, the constructs of cognitive style (Cognitive Style Analysis) and visual working memory (visuo-spatial subsystem of Baddeley’s model) were employed as personalization parameters, thus rendering possible the provision of personalized learning environments according to users’ intrinsic characteristics. Two distinct experiments were conducted, with a total sample of 347 university students, seeking out to ground the hypothesis that matching the instructional style to learners’ preferences would increase their performance. Both experiments demonstrated that users in the personalized condition generally outperformed those that were instructed in a condition mismatched to their cognitive style or visual working memory ability.
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