He has published widely in the field of learning styles and individual differences in relation to computer-based learning environments. He was co-director of the British Library research project "Information Skills for Studentcentred Learning", and is currently researching individual differences in relation to Internet use. Email: N.Ford@sheffield.ac.uk; tel: +44 114 222 2637; fax: +44 114 278 0300. Sherry Y. Chen is a PhD student at Sheffield University's Department of Information Studies. Her current research focuses on the role of individual differences and levels of learner control in hypermedia learning environments, particularly related to learning styles. She has worked as a system analyst in the parliamentary library of Taiwanese government, and as a part-time lecturer in Fu Jen Catholic University, Taiwan. Email: LIP96YC@sheffield.ac.uk; tel: +44 114 222 2665; fax: +44 114 278 0300. AbstractThis paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadthfirst and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research. IntroductionFor long educational practitioners and researchers have sought to provide instruction optimally matched to each learner's individual needs. Whilst we are still far from such an ideal, a number of models of individual differences have been developed over the years and we are arguably better placed than ever before to study, refine and implement

There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. IntroductionAs one of the most recent developments in learning technology, hypermedia stands to offer a significant contribution to the improvement of delivering instructional material. Hypermedia is unique in that there is not one linear path through the program but a multitude of branches in which a learner can explore a subject matter at his/her own pace. This change frees up the way in which information can be delivered to learners, giving them greater control over what they read and the order in which they read it. However, not all types of students have the capability to develop navigation paths by themselves. In the past decade, many studies have found that individual differences had significant effects on student learning in hypermedia systems, ranging from gender differences , through system experience (Hölscherl & Strubel, 2000;Reed & Oughton, 1997), to cognitive styles (Durfresne & Turcotte, 1997;Shih & Gamon, 1999). Among these differences, cognitive styles especially play an important role in the development of hypermedia-based learning because they refer to users' information processing habits, representing individual user's typical modes of perceiving, thinking, remembering, and problem solving (Messick, 1976). Such importance has been highlighted by previous research, which indicated that students with different cognitive styles showed different learning preferences and required different navigational support in hypermedia systems (e.g., Ford & Chen, 2000;Kim, 1997).It is, therefore, essential to build a robust learning model by understanding the needs of students with different cognitive styles. This article aims to present a learning model that illustrates how cognitive styles influence student learning in hypermedia systems by using the evidence of previous research as a base. The evidence will be reviewed and analyzed under five themes that are commonly presented in the literature: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. In additi...

Abstract

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge

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