Exploratory Study of Relations Between Prior Knowledge, Comprehension, Disorientation and On-Line Processes in Hypertext

Abstract

An exploratory experiment was carried out in order to question the relationships between prior knowledge, comprehension performance, on-line processes and disorientation in a non-linear document (hypertext). 14 participants read a non-linear document about a virus' infectiousness process which imposed to learners to construct themselves their reading orders and also a structure of the document. Correlational analyses were conducted to test the relations between the variables. Results indicated that the prior knowledge was positively correlated with the learning performance, the coherence of the reading orders, and negatively with the time spent to construct a document structure. Correlations between the prior knowledge and the disorientation indicated a marginal negative relation. The results stressed also significant correlations between the on-line processes and the comprehension performance. Interestingly, the observed correlations between the on-line processes and the disorientation suggested that the disorientation was function of difficulties to construct the document structure rather than difficulties to construct a reading order. The present study highlighted how prior knowledge constitutes resources to process non-linear documents and what type of on-line processes are related to disorientation.

Cognitive Loads in a Distance Training for Trainee Teachers

“…No other student characteristics significantly correlated with performance. These findings are consistent with previous research results on prior knowledge (McDonald and Stevenson, 1998;Stiller, 2003Stiller, , 2009Amadieu et al, 2009), intrinsic motivation (Fredericksen et al, 2000;Ali and Franklin, 2001;Aragon et al, 2001;Sankaran and Bui, 2001;Delialioglu, 2005;Waschull, 2005;Yukselturk and Bulut, 2007;Artino, 2008), computer attitude (Stiller, 2009, in press), and computer anxiety (Desai, 2001;Sam et al, 2005;Saadé and Kira, 2009;Hauser et al, 2012). The analyses of attitude toward computers and computer anxiety produced equivalent results, which reflects the redundancy of the measures as shown by the very high correlation between them.…”

“…Viewed from this perspective, the level of prior knowledge can be connected to learning success. In the context of distance and online learning, which are more complex learning environments than has been investigated against the background of CLT, studies have reported that domain-specific prior knowledge is positively related to various measures of performance (e.g., McDonald and Stevenson, 1998;Stiller, 2003Stiller, , 2009Amadieu et al, 2009).…”

“…Viewed from this perspective, the level of prior knowledge can be connected to learning success. In the context of distance and online learning, which are more complex learning environments than has been investigated against the background of CLT, studies have reported that domain-specific prior knowledge is positively related to various measures of performance (e.g., McDonald and Stevenson, 1998;Stiller, 2003Stiller, , 2009Amadieu et al, 2009).Intrinsic motivation refers to performing an act because it is inherently interesting or enjoyable, and it is connected to highquality learning (Ryan and Deci, 2000;Schunk et al, 2008). Analogously, intrinsic motivation is also assumed to play a key part in successful distance and online learning (Jones and Issroff, 2007).…”

Dropout in an Online Training for Trainee Teachers

“…In contrast, the disadvantages of having less prior knowledge might influence a learner's decision to drop out when negotiating the learning content. In the context of complex learning environments, including online learning scenarios, the level of domain-specific prior knowledge is known to consistently influence program usage, information processing and performance (Amadieu, Tricot, & Mariné, 2009). Studies from hypertext research have reported the positive impact of prior knowledge on various performance measures (e.g., Amadieu et al, 2009;McDonald & Stevenson, 1998;Stiller, 2003Stiller, , 2009Stiller, , 2015b).…”

“…In the context of complex learning environments, including online learning scenarios, the level of domain-specific prior knowledge is known to consistently influence program usage, information processing and performance (Amadieu, Tricot, & Mariné, 2009). Studies from hypertext research have reported the positive impact of prior knowledge on various performance measures (e.g., Amadieu et al, 2009;McDonald & Stevenson, 1998;Stiller, 2003Stiller, , 2009Stiller, , 2015b). However, non-significant correlations were found when the courses were aimed at mastery learning (e.g., Stiller & Köster, manuscript submitted for publication).…”