Paging and scrolling: Cognitive styles in learning from hypermedia

Abstract

This study investigates the navigational patterns and learning achievement of university students with different cognitive styles, on hypermedia learning environments using paging or scrolling. The global-local subscales of Sternberg's Thinking Styles Inventory, two hypermedia, one using paging, the other using scrolling, a multiple choice achievement test, and a questionnaire to collect the students' satisfaction on paging/scrolling were used as data collection tools. This study finds that the cognitive style and paging/scrolling, together or separately, neither affected the learning nor the satisfaction of learners. Students with different cognitive styles using paging or scrolling did all learn well, with no statistically significant difference. Also the navigation patterns did not seem to depend on cognitive style; that is, the frequencies of using the navigation tools were not significantly different. IntroductionThe rapid rise in the use of the World Wide Web has brought hypermedia into prominence as a mode of information accessing, learning and teaching (Ford & Chen, 2000). Hypermedia is a methodology or technology wherein the information units are interconnected and the pages can be traversed in many different sequences choosing navigation tools such as site maps, forward and back buttons, home pages, hyperlinks and so on (Ford & Chen, 2000). This way, users navigate between the units of information using the tools provided by the information's author. The presentation of information in a non-linear format, which differs from the linear organisation of pages in books, or computer-based instruction materials, is the basic rationale behind hypermedia methodology.

Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts

“…Conversely, Baker (2003) confirmed that participants using Paging took significantly longer to read passages than those using Scrolling, and that reading comprehension with both text display types did not differ significantly. Eyuboglu and Orhan (2011) demonstrated that the cognitive style and Paging/ Scrolling, together or separately, did not affect learning or the satisfaction of learners. Further, students with different cognitive styles using Paging or Scrolling did all learn well, and their learning performance did not differ significantly.…”

SDEA: Sistema Diagnosticador de Estilos de Aprendizaje Orientado a los Ambientes de Formación Web

“…El seguimiento es abordado utilizando agentes computacionales, cuya función es hacer el rastreo respecto a la ruta escogida, además sirven de ayuda a los usuarios en cuanto al suministro de información alusiva al contexto dado. Por tanto se define la variable de entrada difusa X= "Ruta" : [1,5], con tres conjuntos difusos "difusa", "alterna", "óptima".…”

“…Incursionando en los ambientes de formación mediados por tecnología web, se han hecho una serie de estudios como el llevado a cabo por [5] para determinar si existe una relación entre los patrones de navegación (paginación y desplazamiento) de los estudiantes en un sistema de formación basado en la hipermedia y los logros de aprendizaje. En este caso se adoptó el inventario de estilos de aprendizaje de [6] se conformaron dos grupos de seguimiento, un grupo usaba paginación como elemento de navegación y el otro utilizaba desplazamiento.…”

Scrolling and pagination for within document searching: The impact of screen size and interaction style

“…Some researchers have identified issues with inconsistencies around desktop web-based interaction versus mobile web-based interaction which make transitioning across these devices more difficult (Keinänen, 2011 andShrestha, 2007). Recent work on paging versus scrolling on the desktop (Baker, 2003, Bernard, Baker and Fernandez, 2003, Eyuboglu and Orhan, 2011, Grace, 2005, Kim and Albers, 2001, Peytchev, Coupe, McCabe and Crawford, 2006and Santosa, 2011 suggests that no statistically significant difference exists between the two interaction techniques for within document searching. The work of Santosa (2010) found that differences do exist for 'textbook' style interaction (less preferred).…”

“…The work of Santosa (2010) found that differences do exist for 'textbook' style interaction (less preferred). Eyuboglu and Orhan (2011) investigated the impact of cognitive style combined with paging or scrolling on achievement and satisfaction and found no statistically significant differences. Sanchez and Wiley (2009) found that paging had a positive effect on cognitive ability (and conversely, scrolling can have a negative one) under certain conditions for lower working memory capacity readers.…”