An investigation of the relationship between student cognitive characteristics and the use of hypermedia science tutorials

This study examined the relationship between several group cognitive characteristics known as virtual cognitia ($\Gamma$). These arise through the interactions of individuals in small groups and are a weighted average of the individual cognitive characteristics of the persons that overtly interact during group hypermedia tutorial use. Qualitative data were collected to identify the individuals that interacted while using the tutorial, to establish interaction frequencies, and to determine the group tutorial usage class (serial or non-serial). This type of data was collected by video taping and through digitization and storage of computer video displays during observation over local area network (LAN) lines by a remote terminal. Three motivational (need for cognition, deep processing, and elaborative processing) and one cognitive linking (spatial ability) characteristics were selected for examination by administration of Cacioppo and Petty\u27s Need For Cognition, Schmeck\u27s Inventory of Learning Processes (deep and elaborative processing subscales) and Guay\u27s Figure Rotations (spatial ability) instruments. Test scores were collected and $\Gamma$\u27s for each characteristic calculated. The quantitative data were analyzed by Analysis of Variance and only the virtual Need For Cognition ($\Gamma\sb{\rm NFC}$) was found to vary significantly (n = 16, F = 4.61, p $\u3c$.05) by usage class. Need For Cognition (NFC) is a measure of the individual\u27s desire to pursue complex learning tasks and a high NFC score indicates high motivation for problem-solving behaviors in difficult situations