Cognitive Styles and Adaptive Web-based Learning

Abstract

Adaptive hypermedia techniques have been widely used in web-based learning programs. Traditionally these programs have focused on adapting to the user’s prior knowledge, but recent research has begun to consider adapting to cognitive style. This study aims to determine whether offering adapted interfaces tailored to the user’s cognitive style would improve their learning performance and perceptions. The findings indicate that adapting interfaces based on cognitive styles cannot facilitate learning, but mismatching interfaces may cause problems for learners. The results also suggest that creating an interface that caters for different cognitive styles and gives a selection of navigational tools might be more beneficial for learners. The implications of these findings for the design of web-based learning programs are discussed.