Effects of Overviews and Computer Experience on Learning from Hypertext

Abstract

The purpose of this study was to investigate the effects of overview mode and computer experience in a hypertext learning environment. College students read a hypertext unit that included a structured overview, an unstructured overview, or no overview. The study examined the effects of overview mode and computer experience on achievement, attitude and instructional time. Results indicated that participants with high computer experience learned more from the hypertext program than those with low computer experience. Furthermore, participants who received either the structured or unstructured overview spent significantly more time using the hypertext program and had significantly more positive attitudes than participants who did not receive an overview. However, overview mode did not influence achievement. 427

Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences

“…The lack of significant effect on the conceptual knowledge may be due to high values of standard errors. Furthermore the lack of these expected effects may be due to the fact that the non-linear document used in the present study was less extended than classical hypertexts, thus it required less relational processing between nodes (Brinkerhoff et al, 2001). Indeed the disorientation ratings were quite low (M = 3.89).…”

“…A hierarchical structure may guide the reading sequence (Calisir & Gurel, 2003;de Jong & van der Hulst, 2002), support coherent reading paths (Dee-Lucas & Larkin, 1995), limit perceived disorientation (Beasley & Waugh, 1995;Last, O'Donnell, & Kelly, 2001) and improve navigation efficacy (Park & Kim, 2000). However, some studies have not found any effect of this type of structure, and authors suggest that hierarchical structures would be more helpful if the hypertext was larger containing more text sections because it would be more demanding (Brinkerhoff, Klein, & Koroghlanian 2001;Jonassen, 1993).…”

Multimedia Learning with Hypermedia

“…This active processing effect was observed in Brinkerhoff et al (2001). They studied the effects of overview mode on attitude, post-test scores, and instructional time.…”

In search of learning and knowing

“…So though total time spent reading the text, structure and headings was calculated, and differences noted based on their text conditions, these did not ultimately affect the participants learning and knowledge of the content. Likewise, Dee‐Lucas & Larkin (1999) find “no differences between text in node study times for the solve task” (p. 302) meaning that there wasn't a correlation between study times and task scores which was also the conclusion reached by Brinkerhoff, Klein & Koroghlanian (2001).…”

“…The empirical research on hypermedia which includes hypertext and learning has demonstrated limited outcomes (Chen & Macredie, 2002; Swann, Dillon, & Fuhrman, 2001; Dillon & Gabbard, 1998). In general, satisfaction and motivation have been increased (Brinkerhoff, Klein, & Koroghlanian, 2001; Ford & Chen, 2000; Oostendorp & Nimwegen, 1998) but these do not in and of themselves address learning or knowing in a meaningful way. There remains a lack of theoretical analysis and subsequent application in the field (McKnight, Dillon, & Richardson, 1996).…”