University of Hertfordshire

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Individual cognitive style and performance in a multimedia learning application. / Barker, T.; Jones, S.; Britton, C.; Messer, D.J.

University of Hertfordshire, 1999. (UH Computer Science Technical Report; Vol. 323).

Research output: Book/ReportOther report

Harvard

Barker, T, Jones, S, Britton, C & Messer, DJ 1999, Individual cognitive style and performance in a multimedia learning application. UH Computer Science Technical Report, vol. 323, University of Hertfordshire.

APA

Barker, T., Jones, S., Britton, C., & Messer, D. J. (1999). Individual cognitive style and performance in a multimedia learning application. (UH Computer Science Technical Report; Vol. 323). University of Hertfordshire.

Vancouver

Barker T, Jones S, Britton C, Messer DJ. Individual cognitive style and performance in a multimedia learning application. University of Hertfordshire, 1999. (UH Computer Science Technical Report).

Author

Barker, T. ; Jones, S. ; Britton, C. ; Messer, D.J. / Individual cognitive style and performance in a multimedia learning application. University of Hertfordshire, 1999. (UH Computer Science Technical Report).

Bibtex

@book{05818dce6e414e0a8f6ce430d952e204,
title = "Individual cognitive style and performance in a multimedia learning application",
abstract = "This paper describes an investigation into the relationship between a user’s cognitive style and their performance on a multimedia application. The application was designed to present information in users’ preferred and non-preferred cognitive style. The investigation looked at the difference in performance between Verbalisers, Bimodals and Imagers in areas of the application that presented information either as text and narrative or as a succession of images. Initially no significant difference was found between users in supported and non-supported areas of the application, although the differences were approaching significance (p=0.067). When Bimodals were excluded from the study, a significant difference was found (p<0.01). Verbalisers and imagers were also found to be more likely to select a presentation in a matched cognitive style and the potential for the individual configuration of multimedia.",
keywords = "multimedia, pedagogy, learning styles, interface design, individual configuration",
author = "T. Barker and S. Jones and C. Britton and D.J. Messer",
year = "1999",
language = "English",
series = "UH Computer Science Technical Report",
publisher = "University of Hertfordshire",

}

RIS

TY - BOOK

T1 - Individual cognitive style and performance in a multimedia learning application

AU - Barker, T.

AU - Jones, S.

AU - Britton, C.

AU - Messer, D.J.

PY - 1999

Y1 - 1999

N2 - This paper describes an investigation into the relationship between a user’s cognitive style and their performance on a multimedia application. The application was designed to present information in users’ preferred and non-preferred cognitive style. The investigation looked at the difference in performance between Verbalisers, Bimodals and Imagers in areas of the application that presented information either as text and narrative or as a succession of images. Initially no significant difference was found between users in supported and non-supported areas of the application, although the differences were approaching significance (p=0.067). When Bimodals were excluded from the study, a significant difference was found (p<0.01). Verbalisers and imagers were also found to be more likely to select a presentation in a matched cognitive style and the potential for the individual configuration of multimedia.

AB - This paper describes an investigation into the relationship between a user’s cognitive style and their performance on a multimedia application. The application was designed to present information in users’ preferred and non-preferred cognitive style. The investigation looked at the difference in performance between Verbalisers, Bimodals and Imagers in areas of the application that presented information either as text and narrative or as a succession of images. Initially no significant difference was found between users in supported and non-supported areas of the application, although the differences were approaching significance (p=0.067). When Bimodals were excluded from the study, a significant difference was found (p<0.01). Verbalisers and imagers were also found to be more likely to select a presentation in a matched cognitive style and the potential for the individual configuration of multimedia.

KW - multimedia

KW - pedagogy

KW - learning styles

KW - interface design

KW - individual configuration

M3 - Other report

T3 - UH Computer Science Technical Report

BT - Individual cognitive style and performance in a multimedia learning application

PB - University of Hertfordshire

ER -