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  • × author_ss:"Chen, S.Y."
  • × theme_ss:"Suchtaktik"
  1. Chen, S.Y.; Magoulas, G.D.; Dimakopoulos, D.: ¬A flexible interface design for Web directories to accommodate different cognitive styles (2005) 0.00 
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    Abstract
    Search engines are very popular tools for collecting information from distributed resources. They provide not only search facilities, but they also offer directories for users to browse content divided into groups. In this paper, we've adopted an individual differences approach to explore user's attitudes towards various interface features provided by existing Web directories. Among a variety of individual differences, cognitive style is a particularly important characteristic that influences the effectiveness of information seeking. Empirical results indicate that users' cognitive styles influence their reactions to the organization of subject categories, presentation of the results, and screen layout. We developed a set of design guidelines an the basis of these results, and propose a flexible interface that adopts these guidelines to accommodate the preferences of different cognitive style groups.
    Type
    a
  2. Chen, S.Y.; Ford, N.J.: Modelling user navigation behaviours in a hypermedia-based learning system : an individual differences approach (1998) 0.00 
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    Abstract
    The rapid evolution of hypermedia technology makes it possible to access an immense volume of information in an educational setting. This research examines the relationship between individual differences (in particular, cognitive styles) and navigation strategies using a WWW-based hyper-media learning system. The hypermedia learning system was used at Sheffield University's Department of Information Studies. 20 Master students were pre-tested for their cognitive styles. Dependent variables included navigation patterns, selection of navigation tools, and reactions to the hypermedia system. the results indicated that students with differing cognitive styles and individual characteristics selected different access facilities and applied different navigation patterns. The implication of these findings and the role of individual differences in designing hypermedia-based learning systems are discussed
    Type
    a

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