The effects of cognitive tempo and training in a hypermedia learning environment on navigation patterns, learning achievement, and self-efficacy

The major purposes of this study were to determine the main cognitive tempo (reflection vs. impulsivity) effect on the approach to hypermedia instruction, learning achievement, and self-efficacy in a hypermedia learning environment. The present study also investigated the main training (training vs. no training) effect on navigation pattems, learning achievement, and self-efficacy in a hypermedia learning environment. In addition, the interaction effects of cognitive tempo (reflection vs. impulsivity) and training (training vs. no training) on navigation patterns, leaming achievement, and self-efficacy were investigated in a hypermedia learning environment to determine which type of learners benefit more from training treatment.

One hundred and eleven college students from a state university in northwest Texas voluntarily participated in this experiment. This quasi-experimental study involved a 2 X 2 factorial design.

Results found no significance on navigation patterns measured by number of resource nodes visited, time spent at resource nodes, and nonlinearity of navigation sequence between students with different cognitive styles. However, relatively reflective students visited more resource nodes and stayed longer on resource nodes than the relatively impulsive students. No significant results were found on student learning achievement. It was shown that the relatively impulsive students performed as well as the relatively reflective students. The results found that the relatively reflective students had a significantly higher self-efficacy score than relatively impulsive students. No significant results were obtained for the training effect. Students with different cognitive styles did not significantly benefit from different treatments (training vs. no training).