Browsing while reading: effects of instructional design and learners' prior knowledge

One of the key reasons that multimedia, and particularly hypertext systems, are gaining in importance is that they inspire hopes of optimizing learners' processes of knowledge construction. The present study is concerned with the respective influence of individual learner variables (i.e. particularly domain‐specific prior knowledge) on the use of different design attributes. Thirty‐six university students worked through a hierarchically structured two‐part hypertext about the psychology of memory under two experimental browsing conditions (reduced versus free browsing). Results show that deeper‐level comprehension (i.e. structural knowledge) was predicted by the interaction of experimental condition and prior knowledge, but that simply retaining facts was not. Participants with low prior knowledge performed better on the comprehension test if they had worked on the version with reduced access. Moreover, the version with reduced access helped to reduce feelings of disorientation. The measure of disorientation also appeared to be closely linked with the individual's computer experience, self‐concept of computer ability and subject‐related interest. The main implications for educational practice relate to the design of an adaptive multimedia and hypertext learning system and the successful learning with it

Hypermedia learning and prior knowledge: Domain expertise vs. system expertise

Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students’ learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results

Navigation in hypermedia learning systems: Experts vs. novices

With the advancement of Web technology, hypermedia learning systems are becoming more widespread in educational settings. Hypermedia learning systems present course content with non-sequential formats, so students are required to develop learning paths by themselves. Yet, empirical evidence indicates that not all students can benefit from hypermedia learning. Research into individual differences suggests that prior knowledge has significant effects on student learning in hypermedia systems, with experts and novices showing different preferences to the use of hypermedia learning systems and requiring different levels of navigation support. It is therefore essential to develop a mechanism to help designers understand the needs of experts and novices. To address this issue, this paper presents a framework to illustrate the needs of students with different levels of prior knowledge by analyzing the findings of previous research. The overall aim of this framework is to integrate students’ prior knowledge into the design of hypermedia learning systems. Finally, implications for the design of hypermedia learning systems are discussed

Investigation of the use of navigation tools in web-based learning: A data mining approach

Web-based learning is widespread in educational settings. The popularity of Web-based learning is in great measure because of its flexibility. Multiple navigation tools provided some of this flexibility. Different navigation tools offer different functions. Therefore, it is important to understand how the navigation tools are used by learners with different backgrounds, knowledge, and skills. This article presents two empirical studies in which data-mining approaches were used to analyze learners' navigation behavior. The results indicate that prior knowledge and subject content are two potential factors influencing the use of navigation tools. In addition, the lack of appropriate use of navigation tools may adversely influence learning performance. The results have been integrated into a model that can help designers develop Web-based learning programs and other Web-based applications that can be tailored to learners' needs

The relationship between web enjoyment and student perceptions and learning using a web-based tutorial

Web enjoyment has been regarded as a component of system experience. However, there has been little targeted research considering the role of web enjoyment alone in student learning using web-based systems. To address this gap, this study aims to examine the influence of web enjoyment on learning performance and perceptions by controlling system experience as a variable in the study. 74 students participated in the study, using a web-based tutorial covering subject matter in the area of 'Computation and algorithms'. Their learning performance was assessed with a pre-test and a post-test and their learning perceptions were evaluated with a questionnaire. The results indicated that there are positive relationships between the levels of web enjoyment and perceived usefulness and non-linear navigation for users with similar, significant levels of system experience. The implications of these findings in relation to web-based learning are explored and ways in which the needs of students who report different levels of web enjoyment might be met are discussed

The influence of nodes sequence and extraneous load induced by graphical overviews on hypertext learning

Bezdan, E., Kester, L., & Kirschner, P. A. (2013). The influence of nodes sequence and extraneous load induced by graphical overviews on hypertext learning. Computers in Human Behavior, 29(3), 870-880.The effects of four hypertext learning environments with a hierarchical graphical overview were studied on the coherence of the node sequence, extraneous load and comprehension. Navigation patterns were influenced by the type of overview provided (i.e., dynamic, static) and whether navigation was restricted (i.e., restricted, non-restricted). It was hypothesised that redundant use of the overview for inducing a high-coherence reading sequence would result in high extraneous load and low comprehension. Coherence was higher in the dynamic than in the static conditions. Coherence was also higher in the restricted than in the non-restricted conditions. Mental effort as a measure of extraneous load was higher at the end than at the beginning of the learning phase, especially in the dynamic restricted and the static non-restricted conditions, although there was no significant interaction. Comprehension was lowest in the dynamic restricted condition and highest in the dynamic non-restricted and static restricted conditions. Low comprehension in the dynamic restricted condition indicates that overviews can become redundant for reading sequence coherence, negatively impacting comprehension. The evidence suggests that severe restriction of navigation paths should be avoided and that continuous use of overviews such as in dynamic overviews may be detrimental to learning

Hypertext, navigation, and learning: a psychological perspective

Hypertext has the potential to revolutionise the way we organise and read texts. Indeed, hypertext’s non-linearity and enhanced learner control are regarded by many as being an enormous advantage over the traditional printed medium. However, there is evidence to suggest that users are unable to explore hypertext without experiencing navigational problems (Kim and Hirtle 1995).The research presented in this thesis examined some of the problems associated with navigation and learning in hypertext. As regards navigation, it was found that disorientation is a problem for hypertext users and that text structure affects navigation performance. Non-linear texts are a greater problem for users than hierarchical and mixed texts (hierarchical with a small number of cross referential links). It appears therefore, that although non-linear networks capture the real essence of hypertext, users are unable to manage the freedom they are given Disorientation also seems to be particularly marked for users who are unfamiliar with the subject matter of the text. However, the results show that the provision of localised spatial maps can minimise disorientation. As regards learning, the results showed that although non-linear texts create navigational problems and disrupt learning at acquisition, they can lead to good long-term retention. Indeed, the results suggest a dissociation between navigation and learning. That is, efficient navigation is not always a prerequisite of meaningful learning. Unfortunately, the results showed that subjects prefer linear text and believe that hypertext requires greater mental effort to understand largely because of the navigational problems it creates. One solution to this problem may be to provide some form of guidance such as a map. However, the structural information depicted in spatial maps does not appear to support learning. By contrast, a conceptual map can reduce (but not eradicate) disorientation and enhance learning at both acquisition and retention

Visualisation of semantic relations between nodes in hypertext-based learning systems

The research described in this thesis is concerned with the design of hypertext-based learning systems. More specifically, it is concerned with investigating the effects of visualising semantic relations between nodes on learning in hypertext-based learning systems.One of the most commonly cited problems with hypertext is the distraction that stems from the high level of learner control in hypertext systems. This might partly be responsible for the fact that there are few evaluations of hypertext in education which have shown the strength of hypertext over other media in terms of learning outcomes. In order to ease the problem of distraction so as to improve the application of hypertext in education, an approach employing visible link-types is proposed. It is hypothesised that labelling links explicitly with semantic relations between nodes can lower the learner's cognitive overheads in making navigational decisions so as to improve learning. It is also hypothesised that this kind of labelling can make the conceptual model of the knowledge domain intuitively clearer to the learner and thus facilitate learning.A set of three empirical studies has been conducted to evaluate the effectiveness of the proposed approach in different situations, using different methodologies. The results found from these studies demonstrate that visualisation of semantic relations between nodes has potential for improving the use of hypertext for learning

Mining learning preferences in web-based instruction: Holists vs. Serialists

Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-based instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-based instruction programs to ensure that they can accommodate learners' different preferences.This work is partially funded by National Science Council, Taiwan, ROC (NSC 98-2511-S-008-012- MY3; NSC 99- 2511-S-008 -003 -MY2; NSC 99-2631-S-008-001)