Learning with hypertexts require learners to navigate in a non-linear environment and build a coherent representation of the informational content. The expansion of digital technologies and hypertext use in higher education has emphasized the need to examine how technological tools may foster quality learning. This study examined how three types…

This study investigated macro-level navigation patterns in children's hypermedia learning, and how they related to task structure and learning outcomes. For this purpose, 5th and 6th grade learners performed a hypermedia assignment in which a high (n=57) versus a low (n=54) level of structure was provided. By means of qualitative analyses of their…

As society's interactions with web technology mature from novelty to familiarity and finally into transparence for users, it becomes important to reexamine what modern students are taking from their experiences with educational technology. Students in a physical chemistry laboratory course interacted with a hypermedia learning environment as part…

Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of the problem domain, while strategic support is provided to help domain novices get insight into the…

Describes a study that investigated the effects of visual control (self-controlled versus system-controlled) and gender difference on learning with scientific multimedia instruction, observed how boys and girls differed in navigating and processing visual information in a hypermedia environment, and examined how visual control influenced learning.…

Hypertext is well-suited for educational applications where open learning and knowledge exploration is desired. In such applications, principles of good hypertext interface design should be employed to avoid navigational problems so as to maximize learning. Interface design, however, may also directly enhance acquisition of a particular knowledge…

This study employed a 2x2 (Generative Activities by Navigational Activities) post-test only research design in examining learning while using a hypertext system in a linear, navigational, linear generative, or navigational generative format. Participants were 43 undergraduate students. In the first experiment, participants were assigned to one of…

This study of 72 undergraduates examined whether theories of learning from text may be extended to hypertext and the effectiveness of hypertext on learning. Participants worked with either a highly structured, unstructured, or linear hypertext system. Results indicated that less structured systems promoted more active processing and a deeper level…

Describes three experiments that examined college students' self-determination, problem-solving, and reading comprehension when using a linear, navigational, or generative computerized system to solve a problem or to prepare for a reading-comprehension test. Suggests that understanding students' goals explains outcomes of instruction, effects of…

Describes a study conducted at the University of Sheffield (United Kingdom) that measured the learning behavior and performance of 65 postgraduate students using a hypermedia-based tutorial. Considers cognitive style, levels of prior experience, motivation, age, gender, and navigation patterns. (Author/LRW)