University of Illinois Urbana-Champaign

Effects of Linear, Hypertext, and Hypertext With Advisement Approaches on Computer-Assisted Learning

Lai, Fangmay

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https://hdl.handle.net/2142/71958

Description

Title
Effects of Linear, Hypertext, and Hypertext With Advisement Approaches on Computer-Assisted Learning
Author(s)
Lai, Fangmay
Issue Date
1993
Doctoral Committee Chair(s)
Dennis, J.R.,
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
  • Education, Curriculum and Instruction
Abstract
  • Provided with network branching capabilities, learners of hypertext systems are freed from the conventional linear, highly directed flow of presentation, and are allowed to have high level of learner control of instructional sequence. Until very recently, hypertext design has been theory-rich and research-poor. The effectiveness of hypertext as an instructional system is still poorly documented. This study investigated whether learner control provided with hypertext network branching capability can lead to a better learning result and attitude by comparing it with a conventional linear instructional approach. It also examined whether learner control with advisement strategies can be used in a hypertext environment to significantly improve the effectiveness of a hypertext instructional approach.
  • Three different versions of computer-assisted instructional tutorials (linear approach, hypertext approach, and hypertext with advisement approach) introducing personal computer software were developed as primary instruments. An immediate posttest and a retention test a week later were administered to measure subjects' achievement, and an attitude questionnaire was used to evaluate subjects' learning attitude and motivation, as well as their sense of disorientation.
  • The findings of the experiment led to the following general conclusions: (1) There were no significant differences in learning results and knowledge retention between a linear approach and a hypertext approach whether or not learner advisement was provided. (2) There were no significant differences in learner attitude and motivation between a linear approach and a hypertext approach whether or not learner advisement was provided.
Graduation Semester
1993
Type of Resource
text
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http://hdl.handle.net/2142/71958

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