Multimedia Learning with Hypermedia

Andrew Dillon; Jennifer Jobst

doi:10.1017/CBO9780511816819.035

34 - Multimedia Learning with Hypermedia

Published online by Cambridge University Press: 05 June 2012

Andrew Dillon and

Jennifer Jobst

Edited by

Richard Mayer

Show author details

Andrew Dillon: Affiliation:
University of Texas
Jennifer Jobst: Affiliation:
University of Texas
Richard Mayer: Affiliation:
University of California, Santa Barbara

Book contents

Get access

Summary

Abstract

Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard's (1998) landmark review in an attempt to analyze and draw conclusions from this diverse and extensive literature.

Introduction

Since Vannevar Bush's ground-breaking article As We May Think (Bush, 1945), the idea of using technology to link the world's information resources in new ways has been heralded by some as a revolutionary opportunity to design new instructional media. The term hypermedia is commonly used to refer to this type of information resources and is based on the term hypertext, coined by Ted Nelson around 1965 to refer to “nonsequential” or “nonlinear” text where authors and readers were free to explore and to link information in ways that made personal sense for them (Nelson, 1965). In general usage, the terms are often used interchangeably but to be strictly accurate, hypermedia consists of more than linked texts; it includes other forms of media as well, such as images, video, and sound.

Type: Chapter
Information: The Cambridge Handbook of Multimedia Learning , pp. 569 - 588

DOI: https://doi.org/10.1017/CBO9780511816819.035 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Astleitner, H. (1997). Effects of external learning aids on learning with ill-structured hypertext. Journal of Educational Computing Research, 17(1), 1–18CrossRef Google Scholar

Barab, S. A., Young, M. F., & Wang, J. (1999). The effects of navigational and generative activities in hypertext learning on problem solving and comprehension. International Journal of Instructional Media, 26(3), 283–309Google Scholar

Beccue, B., Vila, J., & Whitley, L. K. (2001). The effects of adding audio instructions to a multimedia compter based training environment. Journal of Educational Multimedia and Hypermedia, 10(1), 47–67Google Scholar

Boechler, P. M. (2001). How spatial is hyperspace? Interacting with hypertext documents: Cognitive processes and concepts. Cyber Psychology and Behavior, 4(1), 23–46CrossRef Google Scholar PubMed

Brinkerhoff, J. D., Klein, J. D., & Koroghlanian, C. M. (2001). Effects of overviews and computer experience on learning from hypertext. Journal of Educational Computing Research, 25(4), 427–440CrossRef Google Scholar

Bush, V. (1945). As we may think. The Atlantic Monthly, 176(1), 101–108Google Scholar

Calisir, F., & Gurel, Z. (2003). Influence of text structure and prior knowledge of the learner on reading comprehension, browsing and perceived control. Computers in Human Behavior, 19, 135–145CrossRef Google Scholar

Chen, C., & Rada, R. (1996). Interacting with hypertext: A meta-analysis of experimental studies. Human-Computer Interaction, 11, 125–156CrossRef Google Scholar

Chou, C., & Lin, H. (1998). The effect of navigation map types and cognitive styles on learners' performance in a computer-networked hypertext learning system. Journal of Educational Multimedia and Hypermedia, 7(2/3), 151–176Google Scholar

Curry, J., Haderlie, S., Ku, T., Lawless, K. A., Lemon, M., & Wood, R. (1999). Specified learning goals and their effect on learners' representations of a hypertext reading environment. International Journal of Instructional Media, 26(1), 43–52Google Scholar

Dee-Lucas, D., & Larkin, J. H. (1999). Hypertext segmentation and goal compatibility: Effects on study strategies and learning. Journal of Educational Multimedia and Hypermedia, 8(3), 279–313Google Scholar

Vries, E., & Jong, T. (1997). Using information systems while performing complex tasks: An example from architectural design. International Journal of Human-Computer Studies, 46, 31–54CrossRef Google Scholar

Dillon, A. (2004). Designing usable electronic text (2nd ed.). London: CRC PressCrossRef Google Scholar

Dillon, A., & Gabbard, R. (1998). Hypermedia as an educational technology: A review of the quantitative research literature on learner comprehension, control, and style. Review of Educational Research, 68(3), 322–349CrossRef Google Scholar

Ekstrom, R. B., French, J. W., & Harman, H. H. (1976). Manual for kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing ServiceGoogle Scholar

Fabos, B. (2001). Media in the classroom: An alternative history. Paper presented at the Proceedings of the American Educators Research Association, Seattle, WAGoogle Scholar

Ford, N., & Chen, S. Y. (2000). Individual differences, hypermedia navigation, and learning: An empirical study. Journal of Educational Multimedia and Hypermedia, 9, 281–312Google Scholar

Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: An empirical study of learning and teaching styles. British Journal of Educational Technology, 32(1), 5–22CrossRef Google Scholar

Hofman, R., & Oostendorp, H. (1999). Cognitive effects of a structural overview in a hypertext. British Journal of Educational Technology, 30(2), 129–140CrossRef Google Scholar

Howard-Jones, P. A., & Martin, R. J. (2002). The effect of questioning on concept learning within a hypertext system. Journal of Computer Assisted Learning, 18, 10–20CrossRef Google Scholar

Hsu, Y., & Schwen, T. M. (2003). The effects of structural cues from multiple metaphors on computer users' information search performance. International Journal of Human-Computer Studies, 58, 39–55CrossRef Google Scholar

Jacobson, M. J., Maouri, C., Mishra, P., & Kolar, C. (1996). Learning with hypertext learning environments: Theory, design, and research. Journal of Educational Multimedia and Hypermedia, 5(3/4), 239–281Google Scholar

Kalyuga, S., Chandler, P., & Sweller, J. (1998). Levels of expertise and instructional design. Human Factors, 40(1), 1–18CrossRef Google Scholar

Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–3713.0.CO;2-6>CrossRef Google Scholar

Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92(1), 126–136CrossRef Google Scholar

Kettanurak, V., Ramamurthy, K., & Haseman, W. D. (2001). User attitude as a mediator of learning performance improvement in an interactive multimedia environment: An empirical investigation of the degree of interactivity and learning styles. International Journal of Human-Computer Studies, 54, 541–583CrossRef Google Scholar

Kirby, J. R., Moore, P. J., & Schofield, N.J. (1988). Verbal and visual learning styles. Contemporary Educational Psychology, 13, 169–184CrossRef Google Scholar

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, IncGoogle Scholar

Kraus, L. A., Reed, W. M., & Fitzgerald, G. E. (2001). The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: A case-based hypermedia environment. Computers in Human Behavior, 17, 125–140CrossRef Google Scholar

Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency. Self-regulatory processes and action versus state orientation. In Kuhl, J., Beckman, J. (Eds.), Action control. From cognition to behavior (pp. 101–128). Berlin: SpringerGoogle Scholar

Landauer, T. (1995). The trouble with computers. Cambridge, MA: MIT PressGoogle Scholar

Lawless, K. A., & Kulikowich, J. M. (1996). Understanding hypertext navigation through cluster analysis. Journal of Educational Computing Research, 14(4), 385–399CrossRef Google Scholar

Leong, S. C., & Hawamdeh, S. (1999). Gender and learning attitudes in using Web-based science lessons. Information Research, 5(1)Google Scholar

Liao, Y. C. (1998). Effects of hypermedia versus traditional instruction on students' achievement: A meta-analysis. Journal of Research on Computing in Education, 30(4), 341–359CrossRef Google Scholar

Lin, D. M. (2003). Hypertext for the aged: Effects of text topologies. Computers in Human Behavior, 19, 201–209CrossRef Google Scholar

Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University PressCrossRef Google Scholar

Mayer, R. E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90(2), 312–320CrossRef Google Scholar

McDonald, S., & Stevenson, R. J. (1996). Disorientation in hypertext: The effects of three text structures on navigation performance. Applied Ergonomics, 27(1), 61–68CrossRef Google Scholar PubMed

McDonald, S., & Stevenson, R. J. (1998). Effects of text structure and prior knowledge of the learner on navigation in hypertext. Human Factors, 40(1), 18–28CrossRef Google Scholar

McDonald, S., & Stevenson, R. J. (1999). Spatial versus conceptual maps as learning tools in hypertext. Journal of Educational Multimedia and Hypermedia, 8(1), 43–64Google Scholar

McKnight, C., Dillon, A., & Richardson, J. (1991). Hypertext in context. New York: Cambridge University PressGoogle Scholar

Melara, G. (1996). Investigating learning styles on different hypertext environments: Hierarchical-like and network-like structures. Journal of Educational Computing Research, 14(4), 313–328CrossRef Google Scholar

Moreno, R., & Mayer, R. E. (2000a). A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages. Journal of Educational Psychology, 92(1), 117–125CrossRef Google Scholar

Moreno, R., & Mayer, R. E. (2000b). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92(4), 724–733CrossRef Google Scholar

Nelson, T. (1965). The hypertext. Paper presented at the Word Documentation Federation Conference, Washington, DCGoogle Scholar

Niederhauser, D. S., Reynolds, R. E., Salmen, D. J., & Skolmoski, P. (2000). The influence of cognitive load on learning from hypertext. Journal of Educational Computing Research, 23(3), 237–255CrossRef Google Scholar

Nielsen, J. (1989). The matters that really matter for hypertext usability. Paper presented at the Hypertext' 89, Second ACM Conference on Hypertext, Pittsburgh, PACrossRef Google Scholar

Nilsson, R. M., & Mayer, R. E. (2002). The effects of graphic organizers giving cues to the structure of a hypertext document on users' navigation strategies and performance. International Journal of Human-Computer Studies, 57, 1–26CrossRef Google Scholar

Nimwegen, C. V., Pouw, M., and Oostendorp, H. (1999). The influence of structure and reading-manipulation on usability of hypertexts. Interacting with Computers, 12, 7–21CrossRef Google Scholar

Padovani, S., and Lansdale, M. (2003). Balancing search and retrieval in hypertext: Context-specific trade-offs in navigational tool use. International Journal of Human-Computer Studies, 58, 125–149CrossRef Google Scholar

Palmquist, R. A., and Kim, K.-S. (2000). Cognitive style and on-line database search experience as predictors of Web search performance. Journal of the American Society for Information Science, 51(6), 558–5663.0.CO;2-9>CrossRef Google Scholar

Paolucci, R. (1998). The effects of cognitive style and knowledge structure on performance using a hypermedia learning system. Journal of Educational Multimedia and Hypermedia, 7(2/3), 123–150Google Scholar

Parlangeli, O., Marchigiani, E., & Bagnara, S. (1999). Multimedia systems in distance education: Effects of usability on learning. Interacting with Computers, 12, 37–49CrossRef Google Scholar

Pavio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University PressGoogle Scholar

Plass, J., Chun, D., Mayer, R., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25–36CrossRef Google Scholar

Plass, J. L., Chun, D. M., Mayer, R. E., and Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221–243CrossRef Google Scholar

Potelle, H., & Rouet, J. (2003). Effects of content representation and readers' prior knowledge on the comprehension of hypertext. International Journal of Human-Computer Studies, 58, 327–345CrossRef Google Scholar

Rasmussen, K., & Davidson-Shivers, G. (1998). Hypermedia and learning styles: Can performance be influenced?Journal of Educational Multimedia and Hypermedia, 7(4), 291–308Google Scholar

Reed, W. M., & Oughton, J. M. (1997). Computer experience and interval-based hypermedia navigation. Journal of Research on Computing in Education, 30(1), 38–52CrossRef Google Scholar

Reinert, H. (1976). Identifying student learning styles. The Modern Language Journal, 60(4), 156–163Google Scholar

Schoon, P., & Cafolla, R. (2002). World Wide Web hypertext linkage patterns. Journal of Educational Multimedia and Hypermedia, 11(2), 117–139Google Scholar

Shapiro, A. (1998). Promoting active learning: The role of system structure in learning from hypertext. Human-Computer Interaction, 13, 1–35CrossRef Google Scholar

Shapiro, A. (1999). The relationship between prior knowledge and interactive overviews during hypermedia-aided learning. Journal of Educational Computing Research, 20(2), 143–167CrossRef Google Scholar

Shapiro, A. (2000). The effect of interactive overviews on the development of conceptual structure in novices learning from hypertext. Journal of Educational Multimedia and Hypermedia, 9(1), 57–78Google Scholar

Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Knowledge representation, content specification, and the development of skill in situation-specific knowledge assembly: Some constructivist issues as they relate to cognitive flexibility theory and hypertext. Educational Technology, 31(9), 22–25Google Scholar

Spruijt, S., & Jansen, C. (1999). The influence of task and format on reading results with an online text. IEEE Transactions on Professional Communication, 42(2), 92–99CrossRef Google Scholar

Nimwegen, C., Pouw, M., & Oostendorp, H. (1999). The influence of structure and reading-manipulation on usability of hypertexts. Interacting with Computers, 12, 7–21CrossRef Google Scholar

Wickens, C. (1992). Engineering psychology and human performance (2nd ed.). New York: Harper CollinsGoogle Scholar

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational research. Review of Educational Research, 47(1), 1–64CrossRef Google Scholar

Witkin, H. A., Oltman, P. T., Raskin, E., & Karp, S. A. (1971). Group embedded figures test manual. Palo Alto, CA: Consulting Psychologists PressGoogle Scholar

Yeh, S., & Lehman, J. D. (2001). Effects of learner control and learning strategies on English as a foreign language (EFL) learning from interactive hypermedia lessons. Journal of Educational Multimedia and Hypermedia, 10(2), 141–159Google Scholar

Yildirim, Z., Ozden, Y., & Aksu, M. (2001). Comparison of hypermedia learning and traditional instruction on knowledge acquisition and retention. The Journal of Educational Research, 94(4), 207–214CrossRef Google Scholar

Zumbach, J., & Reimann, P. (2002). Enhancing learning from hypertext by inducing a goal orientation: Comparing different approaches. Instructional Science, 30, 243–267CrossRef Google Scholar

Book contents

34 - Multimedia Learning with Hypermedia

Summary

Access options

References

Save book to Kindle

Save book to Dropbox

Save book to Google Drive