Multimedia Learning with Hypermedia

Abstract

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)

Hypertext or Textbook: Effects on Motivation and Gain in Knowledge

“…In line with Dillon and Jobst [63], we found gender effects with participants older than fifth graders. At this age, students are adolescent, with gender-related behaviour determined by their already developed gender identity [64].…”

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

“…Previous knowledge had a significant effect on comprehension, so that high previous knowledge texts had more correct answers to questions; this result was expected and replicated previous findings in traditional expository text (Graesser et al, 2002) and hypertext comprehension (Amadieu & Salmeron, 2014;Dillon & Jobst, 2005). Together with the fact that comprehension was better, high previous knowledge texts led to more pages visited, and more non-linear jumps in reading.…”

“…This requires readers to select links and evaluate if and how the information shown fits the situation model, and to incorporate relevant and discard irrelevant information (DeStefano & LeFevre, 2007;Salmerón, Cañas, Kintsch & Fajardo, 2005;Shapiro & Niederhausen, 2004). Factors affecting understanding expository hypertexts can arise from hypertext structure and interface design, users' individual differences, and contextual aspects (Dillon & Jobst, 2005;Shapiro & Niederhausen, 2004). Among these, two of the better known factors affecting navigation decisions and comprehension outcomes in expository hypertexts are its structure and interface design, and the reader's prior domain knowledge.…”

Empleo de Twitter en la docencia universitaria: hacia un modelo de aprendizaje basado en la co-creación

“…Algunos estudios señalan que los procesos de aprendizaje que aúnen estas tres diferentes maneras de aprender podrán obtener resultados alentadores (Dillon y Jobst, 2005;Gawboy y Greene, 2013). La posibilidad de incluir en un tweet todo tipo de contenidos (texto, imagen, audio…) genera experiencias multisensoriales.…”

“…Varios estudios han probado la relación entre el uso de las redes sociales en la docencia y mayores niveles de motivación, aprendizaje y clima positivo en el aula (Dillon y Jobst, 2005;Mazer et al, 2007) sobre todo cuando los alumnos creen que su uso es relevante y están debidamente motivados a usarlas en el ámbito académico (Rinaldo, Tapp y Laverie, 2011).…”