9/4/2023 0 Comments Camtasia studio 8.6![]() Results show that users' cognitive styles influenced their information-searching strategies, query reformulation behavior, web navigational styles, and information-processing approaches. A questionnaire was utilized to collect participants' demographic information, and Riding's (1991) Cognitive Styles Analysis (CSA) test to assess their cognitive styles. The study uses qualitative and quantitative analyses based on data gathered from 50 participants. This article examines the relationships between users' cognitive styles and their web searching and develops a model that portrays the relationship. ![]() Most importantly, it is not clear which components of web search behavior are influenced by cognitive styles. However, only a limited number of studies have showed the relationship between cognitive styles and web search behavior. Previous studies have shown that users' cognitive styles play an important role during web searching. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post-test scores (ANOVA, P < 0.05). Also, students that reported more germane cognitive load had higher post-test scores. In Group 1–TG, students that reported less intrinsic cognitive load had higher post-test scores. Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG) audio + text + graphics (Group 2–ATG) or video + audio + text + graphics (Group 3–VATG). This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. The effective design of course materials is critical for student learning, especially for large lecture introductory courses. ![]()
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