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Perceived quality of multimedia educational content: A cognitive style approach

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Abstract

Cognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings — in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content.

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Authors and Affiliations

  1. School of Information Systems, Computing and Mathematics, Brunel University Uxbridge, Uxbridge, UB8 3PH, UK

    Gheorghita Ghinea & Sherry Y. Chen

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  1. Gheorghita Ghinea
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  2. Sherry Y. Chen
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Correspondence to Gheorghita Ghinea.

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Ghinea, G., Chen, S.Y. Perceived quality of multimedia educational content: A cognitive style approach. Multimedia Systems 11, 271–279 (2006). https://doi.org/10.1007/s00530-005-0007-8

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