Verbal Ability and Structured Navigation on Learning with Hypertext

Abstract

Learners bring their unique individual perceptions, preferences, and abilities to a learning situation. The effect of individual differences on learning depends in part on how the instructional system accommodates individual differences. The current study examined the role of individual differences in verbal ability and structured navigation in hypertext learning. It was predicted that learning would vary with how well the hypertext environment supported a learner's individual attributes. Ninety-seven participants participated in one of four groups of a 2 × 2 between-subjects factorial design, which focused on the interaction between levels of navigational structure (unconstrained or expert constrained) and levels of participants' verbal ability (high or low). Overall, learners with high-verbal ability performed better on an unconstrained navigation structure than those with low-verbal ability; whereas in an expert-constrained navigation this difference between verbal ability levels was smaller. The results have implications for the design of hypertext-based learning systems.