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The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning
ARTICLE

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Learning and Instruction Volume 19, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to their learner characteristics by means of a cluster analysis. Further analyses showed that learners with more favorable characteristics (i.e., higher prior knowledge, more complex epistemological beliefs, more positive attitudes towards mathematics, better cognitive and metacognitive strategy use) tended to show a more adaptive example utilization behavior, reported less cognitive load, and solved more problems correctly than learners with less favorable characteristics.

Citation

Scheiter, K., Gerjets, P., Vollmann, B. & Catrambone, R. (2009). The impact of learner characteristics on information utilization strategies, cognitive load experienced, and performance in hypermedia learning. Learning and Instruction, 19(5), 387-401. Elsevier Ltd. Retrieved May 28, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.02.004

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