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The Effect of A Problem-Based Hypermedia Learning Environment on Sixth Graders’ Performance and Attitudes
PROCEEDINGS

, The Univ. of Texas -Austin, United States

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

A problem-based hypermedia learning environment for middle school science was examined to understand how it affected the performance and attitudes of students at different ability levels as they used the program. The findings showed that the enriched presentation of the knowledge base and the more effective delivery of cognitive tools through hypermedia provided needed scaffolding to all students. As a result, not only students in gifted education but also students in regular education performed well in this environment. Students, who speak English as a second language or have some learning disability, also benefited from using it. The amount of gain in students' science knowledge and problem-solving skills was related to their prior knowledge level. This study also indicated no gender difference in the performance, nor in the attitudes among the students. Girls performed equally well and had positive attitudes toward the environment and learning science as a result of using it.

Citation

Liu, M. (2003). The Effect of A Problem-Based Hypermedia Learning Environment on Sixth Graders’ Performance and Attitudes. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 842-848). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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