The Role of Hypermedia in Education

Heller, Rachelle S.

doi:10.1080/08886504.1990.10781932

Cited by 88 publications

(6 citation statements)

References 29 publications

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“…A number of individual elements that generate critical influences on learning were found. They are learners' motivation (McAleese, 1993), cognitive style (Ellis, Ford, & Wood, 1993; Jonassen & Wang, 1993), age (Heller, 1990), domain‐specific knowledge (Egan, 1988), and experience using computers (Rhee, 1993). Among the above elements, cognitive style is arguably one of the most important factors that might affect learners' performance, especially in a hypermedia environment (Andris & Stueber, 1994; Ayersamn, 1993; Chang, 1995; Leader & Klein, 1996).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Lee

Boling

2008

J. Am. Soc. Inf. Sci.

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The increasing spread of Internet technology has highlighted the need for a better understanding of the fundamental issues concerning human users in a virtual space. Despite the great degree of navigational freedom, however, not all hypermedia users have the capability to locate information or assimilate internal knowledge. Research findings suggest that this type of problem could be solved if users were able to hold a cognitive overview of the hypermedia structure. How a learner can acquire the correct structural knowledge of online information has become an important factor in learning performance in a hypermedia environment. Variables that might influence learners' abilities in structuring a cognitive overview, such as users' cognitive styles and the different ways of representing information, should be carefully taken into account. The results of this study show that the interactions between information representation approaches and learners' cognitive styles have significant effects on learners' performance in terms of structural knowledge and feelings of disorientation. Learners' performance could decline if a representational approach that contradicts their cognitive style is used. Finally, the results of the present study may apply only when the learner's knowledge level is in the introductory stage. It is not clear how and what type of cognitive styles, as well as information representation approaches, will affect the performance of advanced and expert learners.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Lee

Boling

2008

J. Am. Soc. Inf. Sci.

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“…However, some researchers suggest that effective learning in a VLE, compared to traditional classrooms, has been observed for mature and motivated learners while less motivated learners tend to suffer [5]. A VLE, especially Web-based courses, has inherent problems in settings where users lack the abilities required to take fiill advantage of the medium [4]. But no research to date has direcdy examined whether students' personality characteristics caused them to have FIELD requires its participants to engage in continuous education to remain up to date.…”

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confidence: 99%

The role of personality in Web-based distance education courses

Kim

Schniederjans

2004

Commun. ACM

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“…Kinetic typography can function as a representational tool that catalyzes, bridges, and scaffolds learners' understanding. Specifically, providing static visual representation in digital learning materials renders learners' reading multi-linear because chunks of information are likely to be scattered non-sequentially (Bolter, 1998), which can easily lead to cognitive overload and disorientation (Hellen, 1990). Therefore, the specific properties of kinetic typography, such as timely sequential presentation and movement, must be carefully considered with the serial logical flow of learning context to facilitate learners' understanding in digital learning material design.…”

Section: Discussionmentioning

confidence: 99%

What drives the learning benefits of moving text? A theoretical discussion for learning implications of kinetic typography

Lee¹,

Park

2023

Humanit Soc Sci Commun

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Moving text or kinetic typography can be effectively utilized in instructional message design because moving text in a presentation not only attracts the learner’s attention rapidly but also delivers content effectively, thereby promoting learning. For optimal pedagogical application of such technology, it is necessary to investigate which properties and potentials of kinetic typography lead to learning benefits. This paper theoretically explores the learning advantages and instructional implications of kinetic typography based on the properties of oral language and written text (conceptualized as ‘orality’ and ‘literacy’, respectively) because moving text has properties that derive from both literacy and orality. The discussion implies that a critical learning benefit of moving text is not from the movement itself but from ‘a shared thinking process’ between instructor and learner through sequential presentation of text along with the logical flow within the learning content, which is similar to oral language.

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The Role of Hypermedia in Education

Cited by 88 publications

References 29 publications

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

Information‐conveying approaches and cognitive styles of mental modeling in a hypermedia‐based learning environment

The role of personality in Web-based distance education courses

What drives the learning benefits of moving text? A theoretical discussion for learning implications of kinetic typography

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