ERIC Number: ED373721
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Effects of Learner Cognitive Styles and Metacognitive Tools on Information Acquisition Paths and Learning in Hyperspace Environments.
Hsu, T. Ella; And Others
This study was designed to investigate the effects of the presence or absence of metacognitive skill tools available in hyperspace environments on field independent and field dependent learners. Learners were engaged in problem solving in an information-rich hyperspace based on a lesson on the attack on Pearl Harbor. Forty undergraduates were given the Group Embedded Figures Test to determine field dependence or field independence. In some conditions, students had access to metacognitive skill tools through the menu. These were intended to help students structure their problem-solving paths. Information acquisition paths learners took through the problem solving were automatically recorded and investigated, and student solutions were analyzed to determine recall and cognitive complexity. Results indicate that the use of metacognitive tools does not contribute to better learning with hyperspace. Cognitive style did not affect students' navigational paths. Field dependent people monitored the instructional goal and used guided questions more often than field independent people, but they did not demonstrate better performance. Six tables present study findings. (Contains 36 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Group Embedded Figures Test; Hyperspace; Knowledge Acquisition
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784.