The Relationship Between The Need For Cognitive Closure And Hypermedia Learning Performance:a Moderated Mediation Model

The hypermedia learning environment provides learners with a wealth of information that is organized in a non-linear way,which makes learners choose information autonomously and independently according to their needs,and achieves a high level of Man-machine interaction.However,the differences of the characteristics of different learners and the adaptability of the hypermedia environment will affect their academic performance,and easily lead to some learners disorientation and distraction in the learning process,which seriously affects the hypermedia learning results.Therefore,hypermedia learning has been the concern of many researchers.Currently,the research of hypermedia learning has changed from "system oriented"to "user oriented",paying more attention to the influence of learner’s individual characteristics on hypermedia learning.The hypermedia learning environment is an ambiguous situation in which the ability and desire of getting and processing information and the recognition and acceptance of the learning environment may affect their hypermedia learning results,while the past researchs neglect this variables.Thus,this thesis takes college students as subject and uses the empirical method to discuss the relationship between Need for cognitive Closure,Ambiguity Tolerance,Disorientation and Hypermedia Learning scores by controlling the effect of unrelated factors,such as gender,liberal arts,cognitive style,previous knowledge and network experience and so on.Therefore,this thesis designs two researches.The first study mainly explores whether disorientation plays an mediating role in the impact of need for cognitive closure on hypermedia learning performance.The specific process is to require the subjects to complete the Cognitive Style Figure Test,the Previous Knowledge Questionnaire,the Experience of Network Using Questionnaire and the Need for Cognitive Closure Scale.And then within the 30 minutes to access the Hypermedia Learning System to complete the corresponding test,and finally complete the Disorientation Scale.The result shows that the need for cognitive closure performs a significant positive correlation with disorientation;the disorientation performs a significant negative correlation with hypermedia learning scores.And disorientation plays a full mediating role in the impact of need for cognitive closure on hypermedia learning performance.The second study mainly examines whether ambiguity tolerance has a moderating effect on the above-mentioned mediating effects,that is to explore the relationship between need for cognitive closure and hypermedia learning results,which is a moderated mediation model.This study is to require the subjects to complete the Ambiguity Tolerance Scale.The result shows that the first half path of the mediating role of need for cognitive closure on hypermedia learning result by disorientation is moderated to ambiguity tolerance.To individuals with lower level of ambiguity tolerance,the need for cognitive closure can significantly predict the level of the disorientation;To individuals with higher level of ambiguity tolerance,the need for cognitive closure can not significantly predict the level of the disorientation.Based on these two studies,this paper gets the following conclusions:(1)the disorientation plays a full mediating role in the impact of need for cognitive closure on hypermedia learning performance,that is,need for cognitive closure has an impact on hypermedia learning through disorientation.(2)To individuals with lower level of ambiguity tolerance,the need for cognitive closure can significantly predict the level of its disorientation;to individuals with higher level of ambiguity tolerance,the need for cognitive closure can not significantly predict the level of its disorientation.