The effects of hypermedia knowledge and learning style on the construction of group concept maps

Abstract This study involved 20 research participants who created group concept maps on the term “hypermedia.” The purpose of the study was to determine whether groups, membership of which was based on a mixture of learning styles or a mixture of hypermedia knowledge, constructed concept maps that differed in terms of number of concepts, number of nodes, number of links, number of bidirectional links, number of multiple concept nodes, number of nodes with multiple links, and varying levels of hierarchical relationships. It was found that the group comprised of two convergers, one assimilator, and one diverger, all of whom had a high level of hypermedia knowledge, was the most productive. Of the 11 measures, they produced the most for 7 of them. We were also interested in determining the interactive dynamics that either learning style or hypermedia knowledge played as the participants constructed their group concept maps. We audiotaped their interactions and categorized their comments and actions within the learning style traits associated with being either a converger, a diverger, an assimilator, or an accommodator. Learning style seemed to explain the types of interactions more than hypermedia knowledge did.