Tom Janicki

The effect of learning styles on the navigation needs of Web-based learners

Abstract Web-based training with all its potential benefits is growing at a tremendous rate; however most current systems provide a “one-size-fits-all” approach to the delivery of the material. Two approaches that try to improve end-user learning have emerged: adaptation of the material content and/or adaptation of the material presentation mode. As a subset of the material presentation approach, two modes have been discussed in the literature: learner control vs. system control. It has been discussed that if the amount of learning is dependent on the material presentation mode and the learning style of the users, more effective systems that adapt to this relationship could be developed. This paper analyzes the results of an exploratory experiment completed by 58 subjects. It first measured their learning style preferences (using a version of the Kolb Learning Style Inventory Tool) and compared it to their actual visits of linked Web-pages. The study found that learners classified as “Explorers” tended to “jump” more and created their own path of learning (learner control), while subjects classified as “Observers” tended to follow the suggested path by clicking on the “Next” button (system control). In addition, test scores for explorers who did jump were higher than explorers who did not jump, while conversely observers who did not jump scored higher than observers who did jump.

The dark side of custom animation

Over the last decade, PowerPoint has become the medium of choice for many instructors. The software provides animation options for the emphasis, entry or disappearance of text and figures. Many instructors use these options regularly with the impression that such effects enhance student learning by allowing concepts to be introduced incrementally. This research explores the impact of custom animation in PowerPoint lectures and examines the idea that custom animation may, in fact, negatively impact student learning. To test this hypothesis, two versions of a PowerPoint lecture were recorded in Camtasia Studio. The presentations differed only in the presence of animation to incrementally present information. To assess the impact of custom animation on student learning, students were shown either the animated or non-animated recordings and were tested regarding the presented information. The computational results show a significant difference (p < 0.001) between the means of overall student performance after viewing lectures with non-animated and animated PowerPoint slides, suggesting that static slides allow students to retain more information than their dynamic counterparts.