Explaining the effects of individual differences on learners’ use of Hypermedia Learning Systems

Abstract

Providing visual instructional aids, such as maps and visual orientation cues, in Hypermedia Learning Systems (HLS) has been argued to reduce the disorientation experienced by learners with specific individual differences. In turn, it has been suggested that providing such aids may lead to improvements in learning performance and learner attitude. This paper builds on an earlier quantitative study that explored the effects of, and between, three individual differences (domain knowledge, computer experience, and cognitive style) on disorientation, learning performance, and learner attitudes in relation to two versions of HLS – with and without visual instructional aids. The paper analyses qualitative data, gathered using semi-structured interviews, to add depth to the previous study and to explore whether the qualitative data support the previously-published findings. The findings from the semi-structured interview data are shown to be in line with the analysis of the published quantitative data reported in the previous study in relation to disorientation, learning performance, and learner attitudes, adding weight to the findings and providing explanations related to key findings which could not be determined from the published quantitative study.