Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention
Journal of Educational Research Volume 94, Number 4, ISSN 0022-0671
Compared hypermedia and traditional instruction in their contribution to declarative, procedural, and conditional knowledge and retention using a pretest-posttest design. Data from ninth-grade biology students showed no significant difference between the groups in acquisition of declarative, conditional, and procedural knowledge. However, the hypermedia group retained all three types of knowledge significantly better than did the traditional group. (SM)
Yildirim, Z., Ozden, M.Y. & Aksu, M. (2001). Comparison of Hypermedia Learning and Traditional Instruction on Knowledge Acquisition and Retention. Journal of Educational Research, 94(4), 207.
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Michael Lebec, Northern Arizona University, United States; Julie Luft, Arizona State University, United States
Contemporary Issues in Technology and Teacher Education Vol. 7, No. 1 (March 2007) pp. 554–574
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