The relationship between learning style and user satisfaction with a web based health information system was examined by usability testing of the system. Twenty-one undergraduate students participated in the usability testing by performing six benchmark tests using the system. Each participant's learning style and user interface satisfaction were assessed through the Kolb Learning Style Inventory (LSI-IIA) (Kolb, 1976) and the Questionnaire for User Interface Satisfaction (QUIS) (Chin et al, 1988). This study revealed a significant relationship between learning styles and the QUIS Learning Section and an approaching significance inverse relationship between the QUIS Overall Satisfaction score and the Abstract Conceptualization learning mode. These results suggest that learning styles should be accommodated in system design and indicate that the abstract conceptualization learning mode orientation of potential users might influence their satisfaction with and thus, their willingness to continue to utilize a particular online health information system for their information needs
