How may multimedia and hypertext documents support deep processing for learning?

Amadieu, Franck; Lemarié, Julie; Tricot, André

doi:10.1016/j.psfr.2015.04.002

Cited by 13 publications

(7 citation statements)

References 70 publications

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“…Working memory capacity showed no impact on readers' behaviour, contrasting with previous findings (DeStefano & LeFevre, 2007;Lee & Tedder, 2003). As suggested by Amadieu et al (2017), a potential explanation is that the materials were properly designed, so working memory capacity was not overwhelmed during the task. It would be interesting to test different aspects of working memory other than reading span, such as spatial WM (Kornmann et al, 2016) or working memory updating (Hahnel, Goldhammer, Kröhne, & Naumann, 2017) to find new answers.…”

Section: Testing Whether or Not Working Memory Capacity Has An Impactcontrasting

confidence: 73%

“…In fact, readers with low working memory capacity perform better using traditional linear text than hypertext (Lee & Tedder, 2003). Effects of working memory capacity can also impact hypertext design, if it fosters relational processes appropriately (Amadieu, Lemarié, & Tricot, 2017). Previous studies have not investigated these variables in combination.…”

Section: Hypertext Navigation and Disorientation Problemsmentioning

confidence: 99%

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Novices’ performance using hypertext materials: Shedding light on disorientation

Jáñez

Rosales

2020

AJET

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Many researchers have proposed a causal link between low domain knowledge and disorientation in hypertext. Our objective was to challenge this hypothesis, examining other variables that might have an influence, such as design, reading instructions, or working memory capacity. We analysed navigation patterns and comprehension scores in a sample of low topic knowledge undergraduate students (N = 45) who were assigned to one of three hypertext conditions: reading for a test, reading to write a summary, and elaborative interrogation. Another sample (N = 45) of low knowledgeable undergraduate students were used as a control group, performing the same tasks using printed texts. Regarding disorientation, and contrasting with previous research, only a minority of students became disoriented in hypertext. Neither reading instructions nor working memory capacity had the expected impact on readers’ behaviour or outcomes, so hypertext design might be a key aspect on explaining disorientation. Implications for hypertext design and education are discussed. Implications for practice or policy: The general assumption of low prior knowledge readers becoming disoriented in hypertext is falsified. Educational hypertext designers should always consider hypertext structure, graphical overviews, and usability elements. Educators must be aware that novices may show difficulties to adapt their learning behaviour to different reading goals.

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Section: Testing Whether or Not Working Memory Capacity Has An Impactcontrasting

confidence: 73%

Section: Hypertext Navigation and Disorientation Problemsmentioning

confidence: 99%

Novices’ performance using hypertext materials: Shedding light on disorientation

Jáñez

Rosales

2020

AJET

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“…In conjunction with TAM effectiveness, an empirical study was carried out by some scholars to investigate the relationship between student behaviour, multimedia learning content and multimedia learning system [16][17][18]. Their findings suggest that an appropriate between characteristics of the student and multimedia technology result in greater enjoyment while the experience influence may moderate effects of the behaviour.…”

Section: Hypotheses and Research Model 21 Technology Acceptance Modmentioning

confidence: 99%

Assessing students’ continuance intention in using multimedia online learning

Hariguna

Akmal

2019

TELKOMNIKA

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The study aims to assess the students' continuance intention (SCI) in using multimedia online learning including students' perceived usefulness (SPU), students' ease of use (SPE), and students' flow experience (SFE). There is no, so far, assessment of students' activity in using multimedia online learning within the extended Technology Acceptance Model (TAM).There were 523 students as the samples. They learned and examined the content of online English learning resources as well as multimedia aspects.TAM was used to predict the SCI. The results indicate that the students' intentions are influenced positively by perceived usefulness, ease of use, and the flow experience. The SPU influenced more students' motivation than SPE. It is recommended that designers of online learning should be more specific in determining target users. The online learners' skill on ICT, pedagogical principles, and technological barrier in different region are among the determinant aspects for receiving positive enduring intention.

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“…In relation to the effectiveness of TAM, empirical studies were carried out by several scholars to investigate the relationship between student behavior, multimedia learning content and multimedia learning systems [12][13][14]. Their findings suggest that congruence between student characteristics and multimedia technology results in greater enjoyment while experiential influences may moderate behavioral effects.…”

Section: Technology Acceptance Model (Tam)mentioning

confidence: 99%

An Empirical Study to Understanding Students Continuance Intention Use of Multimedia Online Learning

Hariguna¹

2021

Int. J. Appl.Info. M.

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The purpose of this study was to assess students' ongoing intentions towards online multimedia learning such as perceived usefulness, ease of use, and flow experience. The sample of this study was 523 students who used off-campus/online learning resources and examined the content of online learning resources and their multimedia aspects. The Extended of Technology Acceptance Model (TAM) was used to predict students' continuing intentions. The results showed that students' intentions were positively influenced by their perceived usefulness, ease of use, and flow experience. It is suggested that the designer of multimedia online learning should be more specific in determining the target users to receive and cultivate a more positive sustainable intention.

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How may multimedia and hypertext documents support deep processing for learning?

Cited by 13 publications

References 70 publications

Novices’ performance using hypertext materials: Shedding light on disorientation

Novices’ performance using hypertext materials: Shedding light on disorientation

Assessing students’ continuance intention in using multimedia online learning

An Empirical Study to Understanding Students Continuance Intention Use of Multimedia Online Learning

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