Daniel Staemmler

Cognitive Components of Learning Outcome within Virtual Learning Environments – Abstract
The objective of this study is to examine the influence of hypermedia systems with different levels of interactivity upon the learning outcome of users with different learning styles. For this purpose, the areas of educational media and differential cognitive psychology have been combined. On one hand, interactive learning objects within hypermedia systems were researched with regards to their learning efficacy. Two learning programs with different levels of interactivity were used. On the other hand, users’ individual learning preferences were surveyed in terms of their learning styles.

To determine the individual learning style, an inventory based on Kolb’s Learning Style Inventory and the Learning Style Questionnaire from Honey & Mumford was developed. Psychometric properties were examined using a sample size of 191 students. Internal consistency of the alpha coefficients ranged from satisfactory to good. Empirical evidence of the construct validity could not be reported.

In an experimental study with a sample size of 84 students enrolled in public health, nursing and nutrition, and home economics courses at the University of Applied Sciences Hamburg was conducted. The influence of hypermedia systems with different levels of interactivity on the learning outcome of users with different learning styles was investigated. A general linear model with repeated measurement was chosen for the examination. Additionally, questionnaires were used to survey previous knowledge, learning outcome and learning styles.

The results demonstrate that learning took place regardless of the levels of interactivity and learning style. Users with a diverging learning style reached higher scores with a low level of interactivity. Subjects with an assimilating learning style achieved, though not significantly, a higher learning outcome in the learning program with higher interactivity. Users with a converging learning style tended to obtain a higher learning outcome with lower interactivity. Subjects with an accommodating learning style tended to achieve a higher learning outcome in the learning program with higher interactivity.

—

This abstract is the summary of my thesis, which is only available in German for now. If anybody wants to know more about this publication please feel free to contact me. I also welcome very much your opinion if I should translate and publish it. You can do so by using the comment function on this page or using the email address mentioned above.