Journal of Educational Multimedia and Hypermedia Volume 15, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of the study was to investigate the effects of navigation tools and computer confidence within a hypermedia environment. Twelve course sections containing 354 undergraduate college students were blocked by ability and randomly assigned to an embedded hyperlink group, a content list group, or a concept map group. Results indicated that students in the content list group scored significantly higher than those in the embedded hyperlink group on the achievement posttest and had more positive attitudes toward the program. Navigation patterns indicated that students in the content list group and the map group visited more distinct pages than those in the embedded hyperlink group. Furthermore, high computer confidence students scored better on the posttest than low computer confidence students. Implications for designing hypermedia instruction are provided.
Su, Y. & Klein, J. (2006). Effects of Navigation Tools and Computer Confidence on Performance and Attitudes in a Hypermedia Learning Environment. Journal of Educational Multimedia and Hypermedia, 15(1), 87-106. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/6118/.
© 2006 Association for the Advancement of Computing in Education (AACE)
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Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
Johannes Naumann, Goethe-Universitt Frankfurt; Ladislao Salmern, University of Valencia, Spain
The International Review of Research in Open and Distributed Learning Vol. 17, No. 1 (Feb 02, 2016)
The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment
Aifang Wang, Ohio University, United States
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1013–1019
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