Learner control and achievement in science computer-assisted instruction.

Kinzie, Mable B.; Sullivan, Howard J.; Berdel, Richard L.

doi:10.1037/0022-0663.80.3.299

Cited by 99 publications

(58 citation statements)

References 22 publications

(28 reference statements)

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“…When it comes to the additional instructional benefits of these learner-control options offered by hypermedia learning, the research literature is much more ambiguous (for an overview, see Scheiter & Gerjets, 2007). For instance, Kinzie, Sullivan, and Berdel (1988) found that by transferring the locus of control from the teacher to the student, intrinsic motivation to learn increased and more satisfaction was derived from the learning experience, ultimately leading to improved academic performance. This finding has been backed up by other researchers who proposed that learner control might be an essential aspect of effective learning (Hannafin, 1984, Kohn, 1993Lawless & Brown, 1997;Lou, Abrami, & d'Apollonia, 2001).…”

Section: Hypermedia Learning and The Benefits Of Learner Controlmentioning

confidence: 99%

Learning from Multimedia and Hypermedia

Gerjets

Kirschner

2009

Technology-Enhanced Learning

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Computer-based multimedia and hypermedia resources (e.g., the world wide web) have become one of the primary sources of academic information for a majority of pupils and students. In line with this expansion in the field of education, the scientific study of learning from multimedia and hypermedia has become a very active field of research. In this chapter we provide a short overview with regard to research on learning with multimedia and hypermedia. In two review sections, we describe the educational benefits of multiple representations and of learner control, as these are the two defining characteristics of hypermedia. In a third review section we describe recent scientific trends in the field of multimedia/hypermedia learning. In all three review sections we will point to relevant European work on multimedia/hypermedia carried out within the last 5 years, and often carried out within the Kaleidoscope Network of Excellence. According to the interdisciplinary nature of the field this work might come not only from psychology, but also from technology or pedagogy. Comparing the different research activities on multimedia and hypermedia that have dominated the international scientific discourse in the last decade reveals some important differences. Most important, a gap seems to exist between researchers mainly interested in a "serious" educational use of multimedia/hypermedia and researchers mainly interested in "serious" experimental research on learning with multimedia/hypermedia. Recent discussions about the pros and cons of "design-based research" or "use-inspired basic research" can be seen as a direct consequence of an increasing awareness of the tensions within these two different cultures of research on education.

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Section: Hypermedia Learning and The Benefits Of Learner Controlmentioning

confidence: 99%

Learning from Multimedia and Hypermedia

Gerjets

Kirschner

2009

Technology-Enhanced Learning

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“…Learner control allows for repeatability; the more information is repeated, the better and longer it is remembered (Alessi & Trollip, 1991). Theorists and empirical researchers have also suggested that some degree of learner control can lead to greater intrinsic interest in an activity and satisfaction with the learning experience, which ultimately leads to improved academic performance (Kinzie, Sullivan, & Berdel, 1988;Lepper, 1985;Merrill, 1983Merrill, , 1994Williams, 1996). Additionally, learner control can avoid overloading the learners' working memory (Rieber, 1994) as they can move through the information at a rate and sequence that is comfortable for them.…”

Section: Learner Controlmentioning

confidence: 99%

“…Additionally, high levels of interactivity have been shown to positively influence user attitudes, such as motivation (Kettanurak et al, 2001). It has also been suggested that interactivity can increase one's intrinsic interest in an activity as well as one's satisfaction with the learning experience (Kinzie et al, 1988;Lepper, 1985;Mitchell, 1993). Thus, the following main effects of interactivity are hypothesized:…”

Section: Technology Characteristicsmentioning

confidence: 99%

“…It is this sensorially rich mediated environment that is believed to capture the learner's attention, thus leading to increases in learning, interest, and satisfaction (Syed, 2001;Webster & Hackley, 1997). Prior literature has also shown that a more interactive learning environment can positively influence user attitudes, including increasing one's intrinsic interest in an activity and satisfaction with an activity (Kinzie et al, 1988;Lepper, 1985;Merrill, 1983Merrill, , 1994Williams, 1996). In this study, the more vivid and more interactive conditions resulted in an increase in satisfaction and interest.…”

Section: Technology Characteristicsmentioning

confidence: 99%

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Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

Nicholson

Valacich

2008

JITE:Research

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Executive SummaryIn today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was developed to investigate the influence of vividness, interactivity, task complexity, and learning style on performance, satisfaction, interest, and perceived mental effort in the context of learning how to use an office productivity tool via a computer-mediated learning environment.It was hypothesized that vividness and interactivity would increase satisfaction and interest and that the affects of vividness and interactivity on performance and perceived mental effort would vary depending on the complexity of the task. It was also hypothesized that vividness and learning style would interact to influence performance and perceived mental effort when a task was more complex. A laboratory experiment was employed to test the research model. The experiment manipulated two levels of vividness, interactivity, and task complexity, resulting in six unique treatment conditions. In each of these treatment conditions, subjects viewed a computerbased tutorial on how to complete a task using a specific tool in Microsoft Excel. Subjects were then asked to complete a similar task using this same Excel tool.Overall, strong support was found in support of the hypotheses. Findings indicate that presenting information in a more vivid or more interactive learning environment will significantly increase satisfaction with the learning environment as well as interest in the topic. Furthermore, strong support was found for utilizing a more vivid or more interactive presentation to increase performance and reduce perceived mental effort when a task is more complex. Mixed support was found regarding the influence of vividness and learning style on performance and perceived mental effort for a more complex task.This research contributes to our theoretical understanding of instructional design and the influence of technology characteristics on learning outcomes. These findings also serve to guide those who design and disseminate information in computer-mediated contexts. MoreMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublisher@InformingScience.org to request redistribution permission. ...

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“…Research shows that the intrinsic motivation to learn increases when the locus of control over instructional material is transferred from an instructional agent (e.g., teachers, computers) to the learner (Kinzie, Sullivan, & Berdel, 1988;Reeve, Hamm, & Nix, 2003). This results in a more satisfactory learning experience which ultimately leads to an improved academic performance.…”

Section: Designing Supportmentioning

confidence: 99%