Abstract

In spite of claims regarding the potential benefits of using hypermedia in education, and the controversial issues about the relationship between media and learning, research results comparing the effects of hypermedia and non-hypermedia instruction are conflicting. For example, Bain, Houghton, Sah, & Carroll (1992), Barnes (1994), Chen (1993), Delclos, & Hartman (1993), Gretes, & Green (1994), and Toro (1995) all report significant gains for hypermedia over non-hypermedia instruction. On the other side, Azevedo, Shaw, & Bret (1995), Barker (1988), D'lessandro, Galvin, Erkonen, Albanese, Michaelsen, Huntley, and Tabar (1991) have found no significant differences between hypermedia and non-hypermedia instruction. Yet, owing to the contradictory evidence provided by existing research in the area, it is important to conduct a meta-analysis to clarify the research conclusions. The results of this meta-analysis may also shed light on the debatable issue regarding the relationship between media and learning.

Citation

Liao, Y.k.C. (1999). HYPERMEDIA AND STUDENTS' ACHIEVEMENT: A META-ANALYSIS. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1398-1399). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/primary/p/6926/.

© 1999 Association for the Advancement of Computing in Education (AACE)

Keywords

• achievement
• Multimedia