Cognitive tools, individual differences, and group processing as mediating factors in a hypermedia environment

摘要

Much research exists on how problem-solving in hypermedia is assisted through the use of navigational aids. However, as hypermedia becomes more pedagogically rich, the structural characteristics of hypermedia no longer serve merely as navigational aids, but often as cognitive tools. When cognitive tools are embedded in problem-solving hypermedia environments, the objective is the continuous active manipulation of cognitive tools in the problem space in order to gather information, test hypotheses, and develop a solution. The purpose of this study was to investigate cognitive tools, individual differences, and group processing as mediating factors when learners were engaged in problem-solving in a hypermedia environment. We specifically examined group patterns of cognitive tool use to determine in what ways the group patterns of tool use may affect students’ individual performance and experience of the problem-solving process. The findings provided some evidence to support a more contextual approach to individual cognition and learning; and emphasized the notion that a system of instructional variables interact to create optimal conditions for learning.