• The Journal of Korean Association of Computer Education
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• v.7 no.3
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• pp.57-66
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• 2004

The purpose of this study is to determine the relationship among the hypermedia structure(hierarchical and network), learner's cognitive style(field-independent and field-dependent), and learning performance in the elementary school. 128 students(4th graders) having field-independent and field-dependent cognitive style were randomly allocated into hierarchical and network structures of hypermedia learning program. There was not significant interaction between hypermedia structure and cognitive style in learning performance. The students in the hierarchical hypermedia structure showed higher learning performance than ones in the network hypermedia structure. Field-independent students significantly got higher results than field-dependent ones. It is concluded that instructional designers should consider hypermedia structure, learner's cognitive style, and learning outcomes when they plan and design hypermedia learning program.