Michael Klemme, Hermann Maurer, and AchimSchneider 225
Learning With Hypertext Learning Environments:Theory, Design and Research,
Michael J. Jacobson, Chrystalla Maouri,Punyashloke Mishra, and Christopher Kolar239
Shu Ching Yang 283
James F. Andris 303
Carole S. Nelson, J. Allen Watson, Jane K.Ching and Patricia I. Barrow 317
Terrell N. Chandler349
The Impact of CD-ROM Storybooks on Children'sReadingComprehension and Reading Attitude
Kathryn I. Matthew 379
MICHAEL KLEMME
Hypermedia Unit, Department of ComputerScienceUniversity of AucklandPrivate Bag 92019, Auckland, New ZealandHERMANN MAURER
Institute for Information Processing andComputer Supported New MediaGraz University of TechnologySchießstattgasse 4a, 8010 Graz,AustriaACHIM SCHNEIDER
Union Bank of Switzerland, GIIS-SZ6 Postfach8021 Zürich, SwitzerlandWorld Conference on Educational Multimedia andHypermedia, Graz, Austria.
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MICHAEL J.JACOBSON
Learning Technology Center Vanderbilt UniversityNashville, TN 37240, USACHRYSTALLA MAOURI AND PUNYASHLOKE MISHRA
University of Illinois atUrbana-Champaign 51 Gerty DriveChampaign, IL 61020, USACHRISTOPHER KOLAR
Aurora University347 South Gladstone AvenueAurora, IL 60506, USAThis paper reports on a study into the acquisitionand transfer of complex knowledge after using a conceptually indexedhypertext learning environment based on recent cognitive theory andresearch. The experiment employed two differently structuredhypertext thematiccriss-crossing (TCC) treatments, GuidedTCC and Learner Selected TCC, that demonstrated interrelationshipsbetween abstract conceptual and case-specific knowledge components inthe hypertext materials. These two hypertext treatments differedprimarily in terms of the modeling and scaffolding they provided andthe degree of learner control. The control condition allowed the freeexploration of the hypertext materials but provided no modeling orscaffolding support. Epistemic beliefs held by students concerningthe nature of learning and the structure of knowledge were alsoassessed. Students who were assigned to the Guided TCC hypertextgroup and who regarded learning as an active process of constructingmeaning were found to perform at a significantly higher level on aknowledge synthesis task of near transfer than students in the othertreatment groups or studentswith a simpler set of epistemic beliefs. Overall, the results of thisstudy suggest that students need explicit modeling and scaffoldingsupport in order to learn complex knowledge from a case-based,conceptually indexed hypertext learningenvironment. Implications of these findings for future hypertext andhypermedia research are also considered.
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SHU CHING YANG1SHU CHING YANG1
Department of Finance, Chung-Cheng UniversityChia-Yi, Taiwan, R.O.C.This study identifies the problem-solving patternsand the cognitive processes involved when novices construct theirdiscourse syntheses using Perseus, a Greek culturedatabase. The subjects were undergraduates enrolled in anintroductory course who completed individual task assignments usingPerseus.Thinking aloud along with observation were the primary methods usedto collect the data. The Reading-Linking-to-Writing Model wasdeveloped to capture the process which the learners engaged in whileproblem solving within the Perseus environment. It containstwo sets of processes-systemic and procedural. These processes wereintertwined and occurred simultaneously, interdependently, andrecursively. It is hoped that the results of this study contribute toboth learning theory and practical design. With respect to learningtheory, we hoped that uncovering the integrative reading, writing,and thinking processes within hypermedia would lead to a betterunderstanding of how hypermedia technology acts upon the learners. Inthe practical design aspect, it is wished that the software designersincorporate the Reading-Linking-to-Writing Model into their design bysimulating the matrix of cognitive processes that occur in thelearners' problem-solving strategies when using hypermedia.
JAMES F. ANDRIS
School of EducationSouthern Illinois University atEdwardsvilleEdwardsville, IL 62026, USAThis study presents for 31 students using ahypermedia geology lab simulation the relationship of their cognitivestyle and modality preference to several indices of navigational pathdata. Three subscales of the Learning Styles Inventory measured fielddependence/independence and a 12-item scale measured visual,auditory, or kinesthetic dominance. Navigational path indices weretotal time, total nodes, time per node, linearity and reversibility.Several significant (p < 0.1) relationships were found betweenlearning style and navigational data, as well as differential use ofsections of the program. The significance of the findings foraccommodating learning styles in hypermedia simulations isdiscussed.
Imagery-based computer instruction is predicted to have a majorimpact on educational curriculum in the next century. Yet research onthe effectiveness of imagery technology for early elementary-agechildren is a relatively unexplored area. The purpose of this studywas to examine age-appropriate uses of a multimedia/interactivevideodisc (IVD) science lesson for second graders in two areas.First, the unique properties that these media offer as a stand-aloneteaching tool were assessed. Second, the non-technological strategiesof teacher scaffolding and comprehension monitoring as supplements toIVD programs were investigated. A learner controlled multimedia/IVDinstructional science program was designed for this study. Sixtysecond-grade students from a public school system were administeredone of four levels of treatment: (a) the IVD lesson only, (b)comprehension monitoring only, (c) teacher scaffolding only, and (d)teacher scaffolding with comprehension monitoring. The IVD lessononly group registered significantly higher scores after controllingfor preexisting differences. The comprehension monitoring only andteacher scaffolding only groups recorded significantly higher testscores when compared to IVD lesson only. The teacher scaffolding withcomprehension monitoring group made statistically higher scores whencompared to each of the other three treatments. These findingsindicate that a carefully designed multimedia/IVD lesson can producesignificant learning for second-grade students. Learning outcomesimprove with the aid of teacher scaffolding or student comprehensionmonitoring.
TERRELL N.CHANDLER
The System for Training of Aviation Regulations(STAR) is designed to be an instructional companion to the FAA Part147 course on Aviation Maintenance Regulations. The purpose of theSTAR project is to provide a comprehensive curriculum for acquiringthe skills and content necessary for understanding and applying theFederal Aviation Regulations (FARs). When students are asked tocomprehend a large volume of complex information, it is important torepeat central concepts in several different lights so that learnerscan appreciate the depth and breadth of each concept. Different mediapresentations as well as overlapping curricular themes contribute tothe ability to repeat conceptual themes while maintaining interest.Our approach is to give students multiple vantage points to the samebody of information by incorporating multimedia presentations andstorytelling techniques within several different learningenvironments. STAR has four categories of learning environments:overviews, scenarios, challenges, and resources. This articlediscusses the theoretical approach to STAR, describes each learningenvironment, and presents the results from two formative evaluativestudies.
KATHRYN I. MATTHEW
Louisiana Tech University College of EducationP. O. Box 3161Ruston, LA 71272, USAThis study examined the influence of CD-ROMstorybooks on the reading comprehension and attitudes toward readingof 37 matched pairs of third graders. Comprehension was measuredusing story retelling and open-ended question. The results indicatedthat when comprehension was measured by story retelling, students whoread the CD-ROM storybooks scored significantly higher than studentswho read the print versions of the storybooks. When comprehension wasmeasured by open-ended questions, there was no significant differencebetween the two groups. Students' attitude toward reading wasmeasured by the Elementary Reading Attitude Survey. The resultsindicated no significant difference between the reading attitude ofthe students in the groups.
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