Effects of learning style and instructional cues on achievement and learning interactivity in a hypermedia instructional system
Abstract
This study investigated effects of learning style and instructional cues in a hypermedia instructional program on DNA and protein synthesis. The experiment followed a three-by-two posttest-only control group design. The independent variables were learning style and instructional strategy. Learning style was set at three levels: (1) active-learning, (2) neutral-learning, and (3) passive-learning. This was determined by the subjects' scores on the Passive Active Learning Scale (PALS) test, an inventory developed by the experimenter for this study to determine active vs. passive learners. Instructional strategy was set at two levels: (1) with instructional cues, and (2) without instructional cues provided at the end of each instructional segment. There were five categories of dependent variables in this study: (1) performance test scores, (2) time on task, (3) selection frequency in viewing embedded elaborated information (4) frequency in receiving instructional cues, and (5) attitudes toward the hypermedia system and the instructional material. The subjects used in this study were 162 volunteer undergraduate students enrolled in education courses at Purdue University. The results of comparisons between active-learning and passive-learning subjects found there were significant group differences in the dependent variables of overall time on task and selection frequency in viewing embedded elaborated information, with active learners spending more time on task and choosing to view embedded elaborated information more often than passive learners. There was a trend toward a difference between these two groups in achievement test scores, with the active-learning groups scoring higher. Findings indicated neutral-learning subjects assigned the treatment using instructional cues spent more time on task, chose to view more embedded elaborated information, and scored higher on the achievement test than neutral-learning subjects who did not receive instructional cues. Passive-learning subjects who received treatment with instructional cues scored significantly higher on the achievement test than passive-learning subjects who had treatment without instructional cues. Results of the study indicated instructional cues are beneficial for passive and neutral learners. This finding has implications for designers of hypermedia.
Degree
Ph.D.
Advisors
Lehman, Purdue University.
Subject Area
Educational software
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