Cognitive styles and concept mapping dimensions of hypermedia computer users

Computers are increasingly a part of college and university instruction. Interactive hypermedia applications are being introduced throughout much of the curriculum as a possible solution to both improving educational outcomes and expanding educational horizons. The purpose of the present study was to investigate the effects of an interactive hypermedia application and a section of text on a measure of learning and understanding called concept mapping. The inter-rater reliability of concept map scores has not been reported previously in the literature. Results in this study concerning the reliability of concept map scoring procedures indicated that the continued improvement of inter-rater reliability is desirable if concept mapping is to actualize its potential as a practical, useful, and unique learning tool. Results suggest that concept mapping appears capable of assessing: (a) baseline knowledge, (b) meaningful learning, (c) the construction of new knowledge, and (d) knowledge change. Its usefulness in these areas and as an alternative or addition to standardized assessment is contingent, however, upon demonstrations of validity and reliability. Suggestions for further concept map research included: (a) replicating the present study with other measures of cognitive style across a wide variety of interactive hypermedia software applications, (b) doing longitudinal studies of concept mapping, (c) improving the reliablity of concept map scoring and evaluation, (d) looking at other aspects of cognition and information processing related to concept mapping, (e) using computer-based concept mapping tools, and (f) using concept maps as templates for the organization and integration of hypermedia elements.