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Hypermedia and learning: Contrasting...

Michigan State University.

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Hypermedia and learning: Contrasting interfaces to hypermedia systems.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Hypermedia and learning: Contrasting interfaces to hypermedia systems./
Author:	Wells, Amy Tracy.
Description:	229 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3788.
Contained By:	Dissertation Abstracts International69-10A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3332037
ISBN:	9780549844068

Hypermedia and learning: Contrasting interfaces to hypermedia systems.
Wells, Amy Tracy.

Hypermedia and learning: Contrasting interfaces to hypermedia systems. - 229 p.

Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3788.

Thesis (Ph.D.)--Michigan State University, 2008.

This study explores selected theoretical and design issues associated with the use of hypermedia learning environments to promote the recall, synthesis, integration and retention of information. Specifically, the study contrasts two different hypermedia systems that contain resources on the Flint Sit-Down Strike, a complex historical domain. The experimental condition incorporates design features related to complexity, context-dependency and interconnectedness in order to highlight different aspects of its instructional content. The experimental condition was hypothesized to foster greater achievement on tests for synthesis, integration and retention of knowledge and to be more favorably rated by users. The control condition incorporates simple linear design features interface including several features that are antithetical to those of the experimental condition. The control condition presents the same instructional content in a more rigid and decontextualized manner and was hypothesized to foster greater mastery of factual recall but less synthesis, integration and retention of knowledge. Results however demonstrated that participants in the control condition were able to recall more facts, make more connections between themes in the test for synthesis and retain more facts in the test for retention than participants in the experimental condition. However, differences in overall performance for both hypermedia systems were not statistically significant as there was no difference in the number of facts cited in the test for factual integration or synthesis. Lastly, there was no significant difference in overall performance between the two conditions on the integration test.

ISBN: 9780549844068Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Hypermedia and learning: Contrasting interfaces to hypermedia systems.
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245 1 0 $a Hypermedia and learning: Contrasting interfaces to hypermedia systems.
300 $a 229 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3788.
502 $a Thesis (Ph.D.)--Michigan State University, 2008.
520 $a This study explores selected theoretical and design issues associated with the use of hypermedia learning environments to promote the recall, synthesis, integration and retention of information. Specifically, the study contrasts two different hypermedia systems that contain resources on the Flint Sit-Down Strike, a complex historical domain. The experimental condition incorporates design features related to complexity, context-dependency and interconnectedness in order to highlight different aspects of its instructional content. The experimental condition was hypothesized to foster greater achievement on tests for synthesis, integration and retention of knowledge and to be more favorably rated by users. The control condition incorporates simple linear design features interface including several features that are antithetical to those of the experimental condition. The control condition presents the same instructional content in a more rigid and decontextualized manner and was hypothesized to foster greater mastery of factual recall but less synthesis, integration and retention of knowledge. Results however demonstrated that participants in the control condition were able to recall more facts, make more connections between themes in the test for synthesis and retain more facts in the test for retention than participants in the experimental condition. However, differences in overall performance for both hypermedia systems were not statistically significant as there was no difference in the number of facts cited in the test for factual integration or synthesis. Lastly, there was no significant difference in overall performance between the two conditions on the integration test.
520 $a This study's major contributions include (1) a methodology for comparing and testing interfaces, (2) the finding of no difference in overall performance between the two interfaces and (3) a review of the literature, and a series of alternative conclusions and recommendations for future research.
590 $a School code: 0128.
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