Kenneth A. Cory
Abstract
Cues are often added to video screen presentations to help users focus on the most important sections of text. The effectiveness of cues is usually thought to be inherent within the characteristics of the cues. In this case, an experiment was conducted to determine whether the effectiveness of two cuing techniques is dependent upon a user's cognitive style. The Thurstone and Jeffrey Closure Flexibility Test was used to identify 75 subjects high in the field independent cognitive style and another 75 high in the field dependent cognitive style. Twenty-five members of each cognitive style group were exposed to one of the cuing techniques; either underlining or highlighting. A control group was exposed to no cue. The cues were used to called attention to important words and phrases appearing in a tutorial that explained how to use the Grolier Electronic Encyclopedia in CD-ROM format. The dependent variable was time taken to finish the tutorial.Results were evaluated according to an analysis of variance and a t-test. Cognitive style was demonstrated to be a determining factor with field independent subjects finishing the tutorial significantly faster than the field dependent subjects.The faster performance of field independent subjects while interacting with a video screen display was attributed to the fact that they tend to perceive objects more analytically and to separate objects from their embedded backgrounds, as opposed to field dependent subjects who tend to perceive objects in a global context.
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Index Terms
- Effective video screen displays: cognitive style and cuing effectiveness
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