The relationship between hypermedia features and the learning style/cognitive control of hypermedia developers.

This study investigated the effect of learning style and cognitive control on hypermedia developers\u27 perceptions and implementations of hypermedia features. The study reviewed the hypermedia features articulated by the 19 hypermedia developers in two graduate courses, as well as the implementation of those features in the final projects they produced. By using two sets of databases, those hypermedia features were categorized into 16 feature domains, and were then grouped by the developers\u27 learning styles (diverger, assimilator, converger, and accommodator) and cognitive controls (field dependent, field mixed, and field independent). Comparisons were made on the features articulated and implemented by each of the groups. Comparisons were also made between a more advanced group and a less advanced group to determine the effects of the hypermedia expertise and experience on feature articulation and implementation. The study found that accommodators implemented the highest percentage of their articulated features, while assimilators implemented the lowest percentage, although they list the most hypermedia features. The results also indicated that when it came to salient and necessary hypermedia features, developers, regardless of their learning style or cognitive control were all able to recognize their importance and implement those features in their hypermedia developments. However, for features that were less crucial, developers had the tendency to implement features that fit into their learning preferences, while neglecting those that do not