Cognitive Styles and Hypermedia-assisted Instruction: Implications for Design of Hai

With advances in computer technology, hypermedia has played a vital role in the delivery of instruction. The use of hypermedia as a learning medium has prompted much research in the field of educational technology. Different types of hypermedia-assisted instructions have been designed, but not all learners have benefited from the instruction. What factors may contribute to individuals¿ success or failure in a hypermedia environment? Concerning the flexibility and nonlinearity of hypermedia, perhaps cognitive style of field dependence/independence (FDI) is such a factor that may create a difference. This book examines the effects of instructional aids and FDI on students¿ structural knowledge performance in a hypermedia environment. It aims to evaluate whether the instructional aids help students with different cognitive styles of FDI acquire a richer understanding of technology applications in Education course content. The findings of the book will contribute to design guidelines for instructors, instructional designers and developers. It can provide valuable insights for educators and offer a framework for future research.