The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Supporting Navigation and Learning in Educational Hypermedia
Abstract
Computers have become commonplace tools in educational environments and are used to provide both basic and supplemental instruction to students on a variety of topics. Searching for information in hypermedia documents, whether on the Web or through individual educational sites, is a common task in learning activities. Previous research has identified a number of variables that impact how students use electronic documents. Individual differences such as learning style or cognitive style (Andris, 1996; Fitzgerald & Semrau, 1998), prior topic knowledge (Ford & Chen, 2000), level of interest (Lawless & Kulikowich, 1998), and gender (Beasley & Vila, 1992) all influence performance. Additionally, characteristics of the document such as the inherent structure of the material, the linking structure (Korthauer & Koubek, 1994), and the types of navigation tools that accompany the document can affect student performance and behaviour (Boechler & Dawson, 2002; McDonald & Stevenson, 1998, 1999). In short, the effective use of hypermedia documents in educational settings depends on complex interactions between individual skills (e.g., spatial and reading skills) and the features of the document itself.
Related Content
Maja Pucelj, Matjaž Mulej, Anita Hrast.
© 2024.
29 pages.
|
Hemendra Singh.
© 2024.
26 pages.
|
Nestor Soler del Toro.
© 2024.
27 pages.
|
Pablo Banchio.
© 2024.
18 pages.
|
Jože Ruparčič.
© 2024.
26 pages.
|
Anuttama Ghose, Hartej Singh Kochher, S. M. Aamir Ali.
© 2024.
28 pages.
|
Bhupinder Singh, Komal Vig, Pushan Kumar Dutta, Christian Kaunert, Bhupendra Kumar Gautam.
© 2024.
23 pages.
|
|
|