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The learning effect of cognitive load under different structure hypertext environments
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, , Taipei Municipal Teachers College, Taiwan

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

The study conducted a static-group comparison design to investigate the cognitive load and learning performance of fifth-grade students under different structures of hypertext environment. The results indicated that students who learned in the navigation-assisted hypertext did not have lower cognitive load and better learning performance. No gender difference emerged for cognitive load. Students who had longer reading time had lower cognitive load significantly. Learning performance did not correlate with cognitive load.

Citation

Lai, A.F. & Huan, Y.J. (2005). The learning effect of cognitive load under different structure hypertext environments. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1145-1150). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

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References

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