Effects Of Learning Tasks,Cognitive Style And Self-regulation On Hypermedia Learning

Hypermedia learning environments, which are characterized by a high level of interactivity and can meet requirements of different learners, is regarded as the most expectant learning environment. However, learners usually have some problems in these environments, such as disorientation, distraction and cognitive overload. Therefore, Hypermedia learning arouse researchers more and more interest.Some researchers want to improve hypermedia learning environments by psychological theory, but others emphasize on seeking the way to raise individual adaptability for hypermedia learning environment. While most researches concentrating on individual elements may influence studying effects, such as prior knowledge, cognitive style, working memory, self-regulated learning ect. But they only discussing certain individual learner characteristics based on information searching jobs and connected with designing elements of Hypermedia environment. individual learner characteristics influencing on disorientation, distraction as well as cognitive overload should be further studied. Therefore, this thesis designs three researches.Research I is about the influence of learning tasks and cognitive style on hypermedia learning. Strong positive correlations are found between disorientation and distraction and cognitive overload. Field independence learners do well in information retrieval task, while field dependence learners do well in problem solving task.Research II is about the influence of prior knowledge and learning experience on hypermedia learning. The research results show that low domain prior knowledge learners have more disorientation, distraction and cognitive overload than those with high domain prior knowledge. Compared with undergraduate, postgraduates have more self-regulation learning action and less disorientation.Research III is about the influence of self-regulation learning trains on hypermedia learning. This research found that training could significantly improve learners’ self-regulation and decrease their disorientation. For field independence learners, the training could decrease disorientation and distraction.The findings of previous researches provide the evidence that:(1)The three types of problems address qualitatively different aspects, but should not be seen as independent problems.(2) Learning tasks play an important effect on hypermedia learning. While Field independence learners do well in information retrieval task, Field dependence learners do well in problem solving task.(3) Learners’ regulation can decrease disorientation and distraction in problem solving task.(4)As for field independence learners, the training of regulation learning can decrease disorientation and distraction.