Information Comparisons in Example-Based Hypermedia Environments: Supporting Learners with Processing Prompts and an Interactive Comparison Tool
ARTICLE
Peter Gerjets, Katharina Scheiter, Julia Schuh
Educational Technology Research and Development Volume 56, Number 1, ISSN 1042-1629
Abstract
Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches. According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments. The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.
Citation
Gerjets, P., Scheiter, K. & Schuh, J. (2008). Information Comparisons in Example-Based Hypermedia Environments: Supporting Learners with Processing Prompts and an Interactive Comparison Tool. Educational Technology Research and Development, 56(1), 73-92. Retrieved August 10, 2024 from https://www.learntechlib.org/p/166535/.
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Cited By
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A Framework for Implementing OER-Based Lesson Design Activities for Pre-Service Teachers
Dongho Kim, University of Florida
The International Review of Research in Open and Distributed Learning Vol. 19, No. 4 (Sep 26, 2018)
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Think Before You Link: Understanding the Effects of Hypertext on Student Learning Outcomes and Reports of Overload
Lena Paulo Kushnir & Kenneth Berry, University of Toronto, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 701–710
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