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HyperMeasure: A case-based hypermedia measurement teaching tool

, The University of Wisconsin - Madison, United States

The University of Wisconsin - Madison . Awarded


Recently, there has been much optimism about the promise of hypermedia in case-based teacher education programs. Despite such optimism, however, there has been little evidence of how people learn with case-base hypermedia learning tools. This study reports on the design and assessment of one such tool. First, I describe the design of a case-based hypermedia teaching tool (HyperMeasure) for helping pre-service teachers level about teaching measurement in the primary grades. In describing the design of the tool, I discuss a set of cognitive design principles for hypermedia design and how they were implemented in the design of HyperMeasure. Second, I describe a study in which 12 participants used HyperMeasure during four 60-minute sessions. At the conclusion of each instructional session, participants responded to three measures assessing their knowledge of the growth and development of student thinking about measurement. Participants' interactions with the software were also automatically recorded (i.e., "logged"). Over time, participants' performances improved significantly on all three measures, suggesting the efficacy of HyperMeasure as a tool for learning. Analyses of the data logs further suggested that HyperMeasure supported different learning styles and preferences. I conclude with a discussion of the importance of design cycles in the development of educational software.


Horvath, J.K. HyperMeasure: A case-based hypermedia measurement teaching tool. Ph.D. thesis, The University of Wisconsin - Madison. Retrieved October 15, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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