The Effect of Elaboration Strategies in a Hypertext Environment on Learning
Chung-Pei Chuang, Wei-Fan Chen, The Pennsylvania State University, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-45-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated one of the most referred and applied instructional theories, Charles Reigeluth's Elaboration Theory, in a hypertext environment. The Elaboration-Theory-Based hypertext (as an experimental group) was designed to compare with a linear hypertext (as a control group) that does not employ any instructional design theories and principles. Fifty-three college students in a large U.S. university participated in the study. The research results showed statistically significant differences between the control group and the experimental group in terms of students' achievements on learning facts and concepts. However, it was not found significantly different for the comprehension test. Further research agenda is proposed according to the results of item analysis of the test. It is expected that instructional designers would benefit from research results in order to guide their development efforts by using appropriate instructional theories.
Chuang, C.P. & Chen, W.F. (2002). The Effect of Elaboration Strategies in a Hypertext Environment on Learning. In P. Barker & S. Rebelsky (Eds.), Proceedings of ED-MEDIA 2002--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 295-296). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE).
© 2002 Association for the Advancement of Computing in Education (AACE)