Using Hypermedia for Learning Complex Concepts in Chemistry: A Qualitative Study on the Relationship Between Prior Knowledge, Beliefs, and Motivation

Abstract

This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre-and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case-and cross-case narratives of the participants' process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts.

Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation

“…Last et al (2001) confirmed that low prior knowledge readers used less elaborate strategies, more based on the hypertext structure (methodical and exhaustive pathways) whereas high prior knowledge readers used elaborate strategies searching familiar contents or those related to his/her interests. High prior knowledge readers follow more structured navigation patterns (Ford and Chen, 2000;Mishra and Yadav, 2006;Rezende and de Souza Barros, 2008). These studies provide important findings explaining how prior knowledge may support navigation in hypertexts.…”

“…Unfortunately, the results on the levels of texts representation have a low consistency and do not support this assumption. Studies indicated that prior knowledge supports comprehension only at the situation model level (Amadieu et al, 2009a;Hofman and van Oostendorp, 1999;Mishra and Yadav, 2006;Müller-Kalthoff and Möller, 2006;Salmerón et al, 2006 second experiment;Shapiro, 1999); conversely, other studies showed a positive effect of prior knowledge only at the text base level (Le Bigot and Rouet, 2007;Salmerón et al, 2005Salmerón et al, , 2006 first experiment); and finally, other studies pointed out a positive effect of prior knowledge on both levels of representation Möller, 2003, 2004;Potelle and Rouet, 2003).…”

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

“…High prior knowledge helps learners to follow more structured navigational patterns [22] and less sequential exploration [23]. One explanation is that high prior knowledge learners would be able to identify semantic relations between text sections and, hence, to construct more coherent reading orders [12].…”

“…In hypertexts, high prior knowledge learners seem to be less disoriented than low prior knowledge learners [3,21,22]. Nevertheless, other studies did not observe any effect of prior knowledge on subjective disorientation [12,[36][37][38][39].…”

A Semantic Analysis of the Learner’s Disorientation

“…Other works, more qualitative, go in sense of navigation which is guided by the knowledge by showing that a lack of knowledge leads learners to pursue little developed strategies (methodical and exhaustive strategies); while a high level knowledge promotes the use of less erratic strategies [20].…”