The value of adaptivity based on cognitive style: an empirical study

Adaptive Hypermedia Systems can be developed to accommodate a variety of individual differences, including learning style and cognitive style . This study investigates the hypothesis that adaptive hypermedia accommodating cognitive styles can be beneficial for the observed learning outcomes . A prototype system, designed to be adapted to individual cognitive styles, was developed as a case study. In order to evaluate the effectiveness of the prototype system, an empirical study was conducted . This paper presents the results of the summative evaluation of the system . Statistical analyses indicated that students in the experimental group performed significantly better than students in a control group. These findings indicate that student performance is mainly affected by adaptivity based on individual cognitive styles . Introduction The hypermedia environment is considered to be a flexible instructional environment in which all learning needs can be addressed (Ayersman and Minden, 1995) . Many researchers have been working to construct sophisticated hypermedia systems that can identify a user's interests, preferences and needs, and give some appropriate advice to the user throughout the learning process . Adaptive Hypermedia was introduced as one possible solution . Adaptive Hypermedia Systems (AHS) combine hypermedia systems with Intelligent Tutoring Systems to adapt web-based educational material to particular users. AHS build a user model of the goals, preferences and knowledge of the individual user, and use this model to adapt the content of pages and the links between them to the needs of that user. Since the user's goals, preferences and needs may change over time, AHS observe these changes in order to update the user's model (Brusilovsky,