Research On The Design Hypermedia Interactive Learning Based On Field Cognitive Theory

With the development of network communication technology and computer graphics technology,the teaching mode and the way learners access resources have also undergone significant changes.With the support of computer technology,hypermedia platforms that can simultaneously integrate multiple media forms such as video,audio,text and pictures have gained widespread attention.Hypermedia technology has provided educators with new ideas for creating electronic courseware,and has also enabled learners to select learning materials based on various factors such as their knowledge background and information access preferences,greatly enhancing the interest and flexibility of the learning process.However,studies have shown that there are great individual differences in the learning effects of hypermedia.In hypermedia learning environments,learners need to supervise both content comprehension and navigation decisions,which creates additional cognitive ambiguity for learners.Therefore,the purpose of this paper is to investigate how individual cognitive characteristics and information processing preferences affect their information acquisition efficiency in hypermedia environments from the perspective of field cognitive styles.This project first explores how the nonlinear,multiple representations and interactive information features in the hypermedia environment translate into enhanced or reduced learning outcomes under the influence of cognitive processing from a theoretical perspective.Based on the cognitive processing theory,the generic design specifications of hypermedia learning platforms are proposed in terms of content design and interface layout.Subsequently,the cognitive characteristics of users with different field cognitive styles are compared,and the browsing patterns of these two types of users in their natural state are explored using an eye-movement instrument.Through analyzing the qualitative and quantitative eye-movement data,the design strategies of personalized interactive learning platforms for field-independent and field-dependent learners were summarized.An effective method that can reduce the subjectivity of the analysis process is also proposed in the analysis of qualitative data.Finally,the universal design specification and the personalized design strategy based on the field cognitive mechanism were applied to the construction of the Design History digital textbook learning platform,and the differentiation of the interface design was accomplished in the information architecture and prototype stages to provide targeted learning interfaces for both field-dependent and field-independent users.The design evaluation confirmed that the targeted interface design can effectively reduce the cognitive load during the learning process and enhance the usability of the learning platform.While providing new explanatory perspectives for previous findings on differentiation in the field of hypermedia learning,this study also provides feasible solutions to help users of all cognitive styles benefit equally from the Internet teaching platform.It provides a corresponding theoretical model and practical basis for the construction of the Internet digital teaching platform.Future in-depth research on this basis is expected to maximize the advantages of teaching in a hypermedia environment and provide more users with feasible Internet teaching solutions.