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The Effect of Interactive Overviews on the Development of Conceptual Structure in Novices Learning from Hypermedia
Article

, University of Massachusetts Dartmouth, United States

Journal of Educational Multimedia and Hypermedia Volume 9, Number 1, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Prior research has shown that advance organizers in the form of structured interactive overviews alter the learning experi-ence when used as part of a hypertext program, especially when there is a well defined learning goal (Dee-Lucas & Lar-kin, 1995). The effect of the interaction between one's goals and the structure of an overview, as evidenced in the struc-ture of the learner's acquired knowledge base, was explored in the present study. Novices in the domain of biology were assigned to identical hypermedia systems equipped with one of two interactive overviews and to one of two learning goals. Each subject's goal and overview were either consis-tent (e.g., learn about animal families and use an overview organized by animal families) or inconsistent (e.g., learn about animal families and use an overview organized by eco-systems). Cued-association and card sorting posttests were administered to provide measures of conceptual structure. Strong main effects of overview structure were found on both measures. The learners' goals had only a small effect on the shape of conceptual structure and there were no signifi-cant interactions between goal and overview structure on any measure. These results converge on the conclusion that, when the learner has no prior knowledge, the influence of an overview is powerful enough not only to guide the structure of a novice's internal representations, but to overshadow the effect of the learning goal during that process. When learners do have some background information, however, the effect of the overview is significantly reduced. The discussion cen-ters on these theoretical points as well as practical implica-tions of this research.

Citation

Shapiro, A.M. (2000). The Effect of Interactive Overviews on the Development of Conceptual Structure in Novices Learning from Hypermedia. Journal of Educational Multimedia and Hypermedia, 9(1), 57-78. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

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References

  1. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.

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Cited By

  1. Effect of visual representation of the conceptual structure of the domain on science learning and navigation in a hypertext environment

    Sadhana Puntambekar, University of Wisconsin, Madison, United States; Jessica Goldstein, University of Connecticut, United States

    Journal of Educational Multimedia and Hypermedia Vol. 16, No. 4 (October 2007) pp. 429–459

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.