Hypertext navigation: Nonlinearity of exploration and its correlates
Rhee, Younghie
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https://hdl.handle.net/2142/22902
Description
Title
Hypertext navigation: Nonlinearity of exploration and its correlates
Author(s)
Rhee, Younghie
Issue Date
1993
Doctoral Committee Chair(s)
Spiro, Rand J.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
This study focused on how to categorize, measure and describe hypertext navigation patterns with an emphasis on the measurement of nonlinearity of navigation and whether navigation patterns are related to individual differences in such things as verbal aptitude, prior knowledge, and epistemic beliefs and preferences. Also, this study examined the effects on navigation patterns of stage of practice of hypertext exploration, and the differences in navigation patterns between subjects who started off with a concept about hypertext and subjects who started off with a case (an example) of hypertext. Finally, it was hypothesized that differences in navigation pattern could result in differences in performance in learning outcomes.
The results of this study revealed that nonlinearity and multidimensionality of navigation pattern were not related to verbal aptitude but were somewhat related to epistemic beliefs. There was a significant interaction between the epistemic beliefs and stage of practice. Subjects with complex and interconnected epistemic beliefs retained nonlinear and multidimensional navigation patterns over time while subjects with simple and separable epistemic beliefs went back to a conventional linear approach at later sessions. Another finding was that the subjects who started off with a case (by their own choice) showed more use of nonlinear and multidimensional traversals than the subjects who started off with a concept and the subjects who were forced to start off with a case.
Finally, the subjects who were multidimensional in their navigation at the final session performed better in factual knowledge acquisition and essay tests than subjects who were unidimensional in their navigation.
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