The effect of learning styles on the navigation needs of Web-based learners

摘要

Web-based training with all its potential benefits is growing at a tremendous rate; however most current systems provide a “one-size-fits-all” approach to the delivery of the material. Two approaches that try to improve end-user learning have emerged: adaptation of the material content and/or adaptation of the material presentation mode. As a subset of the material presentation approach, two modes have been discussed in the literature: learner control vs. system control. It has been discussed that if the amount of learning is dependent on the material presentation mode and the learning style of the users, more effective systems that adapt to this relationship could be developed.This paper analyzes the results of an exploratory experiment completed by 58 subjects. It first measured their learning style preferences (using a version of the Kolb Learning Style Inventory Tool) and compared it to their actual visits of linked Web-pages. The study found that learners classified as “Explorers” tended to “jump” more and created their own path of learning (learner control), while subjects classified as “Observers” tended to follow the suggested path by clicking on the “Next” button (system control). In addition, test scores for explorers who did jump were higher than explorers who did not jump, while conversely observers who did not jump scored higher than observers who did jump.