Cognitive Styles and Searching

Ford, Nigel; Wood, Frances; Walsh, Christina

doi:10.1108/eb024480

Cited by 68 publications

(53 citation statements)

References 12 publications

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“…In addition to the aforementioned educational settings, a number of studies have examined the effect of Field Independence on online searching (e.g. Ford et al, 1994;Ford et al, 2001).…”

Section: {Table 1 Here}mentioning

confidence: 99%

Perceived quality of multimedia educational content: A cognitive style approach

Ghinea

Chen

2006

Multimedia Systems

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Abstract. Cognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is a notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings -in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content.

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“…In addition to the aforementioned educational settings, a number of studies have examined the effect of Field Independence on online searching (e.g. Ford et al, 1994;Ford et al, 2001).…”

Section: {Table 1 Here}mentioning

confidence: 99%

Perceived quality of multimedia educational content: A cognitive style approach

Ghinea

Chen

2006

Multimedia Systems

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“…Central to the theoretical underpinning of CCD is the work of Nisbett and his colleagues in cultural cognition theory (Nisbett et al 2001;Nisbett & Norenzayan 2002), which we expanded and applied to social cognition learning (Vygotsky 1978(Vygotsky [1930(Vygotsky /1935), cognitive styles (Ford et al 1994;Chen & Macredie 2002), and Web designer cognitive style Matei 2005a, 2005b). Overall, these theories are in agreement with the results of these two studies, which document similar interaction effects between the cultural cognitive style of Web designers and cultural cognitive style of users.…”

Section: Discussion On the Two Studiesmentioning

confidence: 99%

“…When we apply CCD theory to Web site design, culturally bound patterns in how Web designers think and behave will dominate. And because holistic and analytical cognitive styles dominate information-producing and information-seeking behavior, these styles are particularly relevant to our model of cultural influence on Web design (Ford et al 1994;Wood et al 1996;Ford et al 2002). The designing of information for the Web might then suggest a holistic or analytic orientation based on the formation of the Web designer's cognitive style.…”

Section: Design Is Approached Holistically Andmentioning

confidence: 99%

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THE INFLUENCE OF HOLISTIC AND ANALYTIC COGNITIVE STYLES ON ONLINE INFORMATION DESIGN: Toward a communication theory of cultural cognitive design

Faiola¹,

MacDorman²

2008

Information, Communication & Society

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ANALYTIC COGNITIVE STYLES ON ONLINE INFORMATION DESIGN Toward a communication theory of cultural cognitive designAlthough studies have linked culture to online user preferences and performance, few communication researchers have recognized the impact of culture on online information design and usability. It is important to ask if people are better able to use and prefer Web sites created by designers from their own culture. We propose that to improve computer-mediated communication, Web site design should accommodate culturally diverse user groups. First, a body of research is presented that aligns East Asian cultures with more holistic cognitive styles and Western cultures with more analytical cognitive styles. Building on this contrast, a theory of cultural cognitive design is proposed as a means of understanding how cognitive styles that develop under the influence of culture lead to different ways of designing and organizing information for the Web.

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“…Field Dependent learners, however, may be less able to cope with the unstructured nature of hypermedia and prefer a linear approach where there is an organised flow of work (Ford et al, 1994). This is the most efficient way of presenting information to a screen-reader user, so that they work through material in a linear structured sequence.…”

Section: Content Interactions and Designmentioning

confidence: 99%

A model for the identification of challenges to blended learning

Draffan¹,

Rainger²

2006

Research in Learning Technology

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A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving 'thinking' towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. IntroductionBlended learning has been described as learning 'that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course'.1 However, to ensure inclusive and accessible learning experiences that meet any challenges to the acquisition of knowledge, development of skills and experience, it is also important to take into account the full spectrum of learner characteristics. These include physical, sensory and perceptual skills, abilities, attitudes and prior knowledge.The use of blended learning techniques takes advantage of the variety of learning experiences that can be offered by the use of a mix of learning environments (ReidYoung, 2003); for example, lectures, workshops, self-paced study, online collaboration and communication exercises, simulations and the use of interactive multimedia. In order to identify challenges to learning, it is important to investigate the components that form the learning experience and work towards the identification of issues *Corresponding author. The Old Rectory, Rackham, Pulborough, West Sussex RH20 2EU, UK. Email: ea@emptech.info 56 E. A. Draffan and P. Rainger that might be causing a mismatch between the interactions used to facilitate learning and the individual characteristics and/or needs of the student.Despite the complexity of many learning experiences, which commonly involve interactions with peers and support workers, it is felt that there are at least two perspectives within most learning situations that can be analysed to identify any challenges or barriers to learning: that of the learner and that of the teacher (educator, lecturer, tutor, etc.). We will present a model for identifying the challenges to blended learning that focuses on these two perspectives: the learner perspective and the teacher perspective. The learner perspectiveIn focusing on the learner perspective learner skills (Figure 1), learner preference, content interaction and design, learning interactions and assistive technologies will be discussed. SkillsStudents' physical, sensory and perceptual skills and abilities, attitudes, coping strategies, prior knowledge and proficiency in the use of technology may all contribute Identification of chal...

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Cognitive Styles and Searching

Cited by 68 publications

References 12 publications

Perceived quality of multimedia educational content: A cognitive style approach

Perceived quality of multimedia educational content: A cognitive style approach

THE INFLUENCE OF HOLISTIC AND ANALYTIC COGNITIVE STYLES ON ONLINE INFORMATION DESIGN: Toward a communication theory of cultural cognitive design

A model for the identification of challenges to blended learning

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