Potential Abstract:
Abstract: This research article explores the impact of cognitive biases on categorical learning within hypermedia environments, specifically focusing on the experiences of naive learners in Massive Open Online Courses (MOOCs). Cognitive biases, or systematic patterns of deviation from norm or rationality in judgment, play a significant role in shaping how learners interact with and process information in educational settings. The study aims to investigate how naive learners, who lack prior knowledge and experience in a particular subject, navigate and make sense of categorical information presented in hypermedia formats within MOOCs. Through a mixed-methods approach, including surveys, interviews, and content analysis, the research seeks to identify common cognitive biases that influence learning outcomes and to propose strategies for mitigating their impact on naive learners. By shedding light on the interplay between cognitive biases, categorical learning, and hypermedia design in the context of MOOCs, this study contributes to a deeper understanding of how individuals with limited expertise engage with educational content in digital environments.
Potential References:
- Examining hypermedia learning: The role of cognitive load and self-regulated learning
- Hypermedia learning environments: Instructional design and integration
- What affect student cognitive style in the development of hypermedia learning system?
- Hypermedia navigation: Differences between spatial cognitive styles
- Metacognition: Implications for Research in Hypermedia-Based Learning Environment.
