Cultural Cognitive Style and Web Design: Beyond a Behavioral Inquiry into Computer-Mediated Communication

Faiola, Anthony; Matei, Sorin Adam

doi:10.1111/j.1083-6101.2006.tb00318.x

Cited by 100 publications

(60 citation statements)

References 40 publications

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“…This study added to the wealth of evidence that users from different cultures can perceive webpages differently and often prefer different designs [1][2][3][4][5][6][25][26]. We suggested that designers should understand the preferences of users from diverse cultures and provide specific designs to address their preferences.…”

Section: Discussionmentioning

confidence: 99%

“…A wealth of studies has revealed a cross-cultural difference in user preferences and judgments on the webpage design [1][2][3][4][5][6]. For instance, Simon [6] found that Asians disliked triangles and squares on webpages, whereas North Americans and Europeans preferred combinations of those shapes.…”

Section: Cross-cultural Difference In Preferences Of Webpage Designmentioning

confidence: 99%

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Webpage Designs for Diverse Cultures: An Exploratory Study of User Preferences in China

Liu

Yuan

et al. 2013

Human-Computer Interaction – INTERACT 2013

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Abstract.A wealth of studies has revealed a cross-cultural difference in the user preference on webpage designs. Users from other cultures often criticize a widely accepted webpage design in one culture. Designs for diverse cultures are thus expected to be specific to address diverse user preferences. This study investigated the preferences of Chinese users on four essential design elements related to the readability of texts of the result pages of search engines. The results suggested that the search result pages of the Bing search engine designed for typical 'US users' did not satisfy Chinese users. Chinese users, in general, preferred huge-sized texts for titles, a more compact layout of the search result pages, and keywords to be highlighted in red. The findings of the study contributed to webpage design guidelines for Chinese users, and may serve as a catalyst in exploring user preferences in designing for diverse cultures.

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Section: Discussionmentioning

confidence: 99%

Section: Cross-cultural Difference In Preferences Of Webpage Designmentioning

confidence: 99%

Webpage Designs for Diverse Cultures: An Exploratory Study of User Preferences in China

Liu

Yuan

et al. 2013

Human-Computer Interaction – INTERACT 2013

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“…Over the past fifteen years and more we have seen an unprecedented increase in the amount of research focussed on cross cultural communication via technology enhanced learning and related multimedia applications (Nielsen, 1990;Norman, 1988;Danet & Herring, 2007;Burnett & Buerkle, 2004;and Faiola & Matei, 2005). The difference in possession and use of information and communication technologies by people from differing backgrounds or groupings is often referred to as the digital divide.…”

Section: Arguementioning

confidence: 99%

Cognitive learning styles and digital equity: searching for the middle way

Hardaker

Dockery

Sabki

2010

International Journal of Inclusive Education

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). For lifelong learning to become 'a reality for all' the Lisbon Strategy (European Commission, 2005) states everyone should have equal and open access to high quality learning opportunities throughout their lives (Reding, 2003). The Lisbon Strategy also emphasises that learning opportunities should be provided in a variety of ways to suit individual needs and this in part has shaped our research. 'Searching for the middle way' is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity . We begin with the view that learning is a cognitive process that is intrinsic to the learner in both formal and informal settings (Courtney, 1979). A traditional perspective on learning and education is explained by Merriam & Brockett (1997) who state:"learning can occur both incidentally and in planned educational activities, while, it is only the planned activities we call education."Our research adopts a contemporary lifelong learning perspective of education in both formal and informal settings and our understanding of 'equality for all' is shaped by a critical multicultural perspective (Delpit, 1995;Bennett, 1999;& Gay, 2000) that supports a commitment to learning about peoples' differences. The lifelong learning viewpoint has become an increasingly important perspective through the unprecedented growth of the Web and more recently Web 2.0 and participative social networks. The learning environment, physical and virtual space, is a characterising feature of learning along with the cognitive learning style. The move towards a more holistic use of the term lifelong learning embraces both formal and informal learning and in part is central to the renewed interest in learning styles. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings (Tomes, 2008). According to Messick (1976) cognitive style is the inclination people have in processing information in a particular way. This way of processing comes from the individual learners' experiences and develops incrementally over time, and as such it is not easily changed or modified. According to Dunn et. al. (1981) cognitive style cannot be truly assessed or understood outside of the environment to which the learner finds themselves. As such this highlights the importance of research that takes into account not only the environment learners are in but also the social elements of culturally diverse learners and their respective experiences (Gay, 2000; and Neito, 2000). This is supported by Whetton & Cameron (2005) who see the identification and use of cognitive styles as a way for learners to improve their relationships with others as well as developing critical self-awareness. Cognitive style cannot be viewed in isolation, even though cognitive style can be seen as an individual's preferred or usual way of processing and orga...

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“…Charity websites were chosen on the assumption that they would more likely manifest features and characteristics of the local culture in order to attract local visitors, leading to their enthusiastic support and better fundraising performance. In addition, it is thought that local websites from each nation are designed by local designers who have the cognitive style that is influenced by the national cultural cognitive processes [26].…”

Section: Empirical Study Comparing South Korean and Uk's Charity Websmentioning

confidence: 99%

Manifestations of Culture in Website Design

Kim

Kuljis

2010

CIT

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The web is a global phenomenon and its reach and influence ignores political and cultural boundaries. However the web's global presence and easy accessibility does not also mean there are no issues related to the understanding and interpretations of its content. Of particular interest to us is to find out whether there is any effect of culture on web design. In this paper, we report on our research into the identification of elements that can be attributed to culture on website design. We examined and compared South Korean and UK's charity websites and identified these elements of the websites. The findings suggest that there are some differences and preferences in the website design that are mostly related to whether the websites employ multimedia and provide facilities for user input.

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Cultural Cognitive Style and Web Design: Beyond a Behavioral Inquiry into Computer-Mediated Communication

Cited by 100 publications

References 40 publications

Webpage Designs for Diverse Cultures: An Exploratory Study of User Preferences in China

Webpage Designs for Diverse Cultures: An Exploratory Study of User Preferences in China

Cognitive learning styles and digital equity: searching for the middle way

Manifestations of Culture in Website Design

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