Author

Abstract

Three hypertext based instructional treatments which corresponded to linear, hierarchical or relational architectures were employed. Sixty seven participants were assigned to one of the three different conditions. Cognitive style was measured using the CSA, and a test of performance corresponded to recall of information which required participants to make connections between different parts of the hypertext architecture. Differences were observed between hypertext architecture conditions and between cognitive styles, although none of these reached significance at the appropriate level. Revisions of the methodology, and further research investigating possible differences in browsing strategies employed by each style are discussed, that is whether style is related to navigational strategy and perceived orientation when browsing.