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The Impact of Hypertext Materials on Undergraduate Students: An Experimental Study
PROCEEDINGS

, The Pennsylvania State University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This experimental study was designed primarily to compare two different Elaboration-Theory-based hypertexts with a control-group design that did not employ any instructional theories and principles. Results indicated that Elaboration-Theory strategies might improve students'achievement of learning factual knowledge such as recall or identification of facts. Cognitive strategies (mnemonics) do improve students'achievement of learning difficult-to-recall factual knowledge such as medical terminologies. In addition, summarizers may improve students'achievement of learning conceptual knowledge.

Citation

Chen, W.F. (2003). The Impact of Hypertext Materials on Undergraduate Students: An Experimental Study. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 291-293). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 6, 2019 from .

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