The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment

Kraus, Lee A.; Reed, W. Michael; Fitzgerald, Gail

doi:10.1016/s0747-5632(00)00030-3

Cited by 45 publications

(21 citation statements)

References 5 publications

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“…Each mode corresponds to the psycho-cognitive requirements of FI, FD or FM learners. The results obtained through this study strongly confirm previous studies that consider the role of VLC design on learning success (Hsieh, 2011;Kraus, Reed and Fitzgerald, 2001). When a VLC allows learners to tailor the mode in which learning occurs to the method that suits their cognitive style they will see an increase in both the amount that is learned and their outcome in the learning process.…”

Section: Discussionsupporting

confidence: 87%

Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning

Hsieh

2013

EURASIA J MATH SCI T

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Section: Discussionsupporting

confidence: 87%

Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning

Hsieh

2013

EURASIA J MATH SCI T

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“…Low prior knowledge subjects either seem to experience more difficulty (Lawless & Kulikowich, 1996;McDonald & Stevenson, 1998) or have lower posttest scores (Kraus, Reed, & Fitzgerald, 2001;Niederhauser et al, 2000;Potelle & Rouet, 2003) than high prior knowledge users when interacting with hypermedia learning tools. It has been suggested that those who are less familiar with the subject matter cannot easily create new content representations, a problem that is exacerbated by the node-and-link structure of hypermedia.…”

Section: Domain and Prior Knowledgementioning

confidence: 99%

Multimedia Learning with Hypermedia

Dillon¹,

Jobst²

2005

The Cambridge Handbook of Multimedia Learning

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Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard's (1998)

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“…For instance, there is accumulating evidence that learners with low levels of prior knowledge in comparison to learners with more favorable learning prerequisites have more difficulties in navigating hypermedia systems (e.g., Kelly, 1993;Last, O'Donnell, & Kelly, 2001;Lawless & Kulikowich, 1996;McDonald & Stevenson, 1998a;Mills, Paper, Lawless, & Kulikowich, 2002), apply superficial processing strategies (Chen & Ford,1998), produce worse learning outcomes (Alexander, Kulikowich, & Jetton, 1994;Kraus, Reed, & Fitzgerald, 2001;Lawless & Brown, 1997;Lee & Lee, 1991;Niederhauser, Reynolds, Salmen, & Skolmoski, 2000;Potelle & Rouet, 2003;Shin, Schallert, & Savenye, 1994;Shyu & Brown, 1992, and require more instructional support (Barab, Bowdish, & Lawless, 1997;Calisir & Gurel, 2003;de Jong & van der Hulst, 2002;McDonald & Stevenson, 1998a, b;Potelle & Rouet, 2003;Shapiro, 1999;Shin et al, 1994). A comprehensive overview on the different studies investigating the relationship between prior knowledge and hypermedia effectiveness is provided by Chen, Fan, and Macredie (2006).…”

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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The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment

Cited by 45 publications

References 5 publications

Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning

Exploring Learning Performance toward Cognitive Approaches of a Virtual Companion System in LINE app for m-learning

Multimedia Learning with Hypermedia

Learning from Multimedia and Hypermedia

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