Computer Experience and Interval-Based Hypermedia Navigation

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Abstract
This study focused on determining the relationships among student characteristics, such as gender, learning style, and varying prior computer experiences, and students’ linear and non-linear navigation of a hypermedia program. Additionally, the navigation patterns were analyzed at three different intervals to determine the relative temporal influence of these characteristics on linear and nonlinear navigation. It was found that authoring, programming, and gender (specifically female) were positively related to linear navigation during the early interval; that learning style (specifically field independent) and hypermedia experience were negatively related to linear navigation during the early interval; and that word processing experience, database experience, spreadsheet experience, learning style (specifically field independent), and hypermedia experience were positively related to nonlinear navigation during the early interval. At the middle interval, many of the characteristics were no longer distinguishing factors of linear or nonlinear behavior. Programming was still positively related to linear navigation; hypermedia experience, learning style (field independent), word processing experience, and database experience were negatively related to linear navigation. Hypermedia experience was the only factor having a relationship with nonlinear navigation; the relationship was positive. At the late interval, only years of computer experience and hypermedia were still distinguishing factors. Years of computer experience was positively related to linear navigation, and hypermedia was negatively related to linear navigation.

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