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What is Easy Access to Information

Chapter 8
Handbook of Research on Instructional Systems and Technology
Is self-explanatory. However, whether the access is made clear to a user, and whether it is direct (wording that explains what a feature does) or intuitive (either through consistent appearance and/or placement), was the basis for potentially varying assessment.
Published in Chapter:
Impacts of Learning Styles on Hypermedia Projects
Jun Hu (George Mason University, USA)
Copyright: © 2008 |Pages: 15
DOI: 10.4018/978-1-59904-865-9.ch008
Abstract
Kolb (1984) defined learning styles as one’s preferred methods for perceiving and processing information. Learning styles have been a high-profiled factor in hypermedia research on how they affect learners’ performances of cognitive tasks in hypermedia environment, yet not much research has been done on how learning styles would affect developers’ preferences in designing and developing hypermedia projects. This qualitative research studied 19 students from a graduate level multimedia design course on their articulations and implementations of hypermedia features, and found that learning styles of the developers did influence their perceptions of the features’ importance and their efforts of implementation of hypermedia features in their projects.
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