Visual metaphor interface and cognitive style: A study for on-line learning

Abstract

Individual characteristics in virtual environments have stimulated considerable interests. An understanding of various cognitive style learners as they respond to different information representation approaches may provide practical information for on-line learning. The proper application of user interface metaphors may significantly impact the degree to which hypermedia learners construct their mental models. This study will report the empirical results of how cognitive style and metaphorical interface affect the on-line learning performance of undergraduate college students.