Studies on the effectiveness of hypermedia learning have produced ambiguous results¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies aiming to determine the effectiveness of hypermedia learning have yielded ambiguous results, according to the review's analysis. → Scheiter 2007

Evidence¶

Scheiter 2007¶

Scheiter, K., & Gerjets, P. (2007). Learner Control in Hypermedia Environments. Educational Psychology Review 19, 285–307. https://doi.org/10.1007/s10648-007-9046-3

q2 · i? · review · r2

Narrative review analyzing the literature on learner-controlled hypermedia. The authors state their purpose is to explain "the ambiguous results of studies" on hypermedia learning effectiveness, treating this ambiguity as the established starting point of their analysis.

"we analyze the instructional potentials of learner-controlled hypermedia environments as well as possible reasons for the ambiguous results of studies that have aimed at determining the effectiveness of hypermedia learning"

Discussion¶

Related Claims¶

• Lack of conceptual foundations and methodological shortcomings of many hypermedia studies contribute to ambiguous effectiveness findings — related
• Usability problems — disorientation, distraction, and cognitive overload — hinder demonstrating effectiveness of self-controlled hypermedia learning — related
• Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness — related
• The article treats metacognition and learning as a topic requiring explicit conceptual and methodological considerations — related
• Successful hypermedia learners showed more orientation and planning before processing content, deeper elaboration, constant monitoring, and evaluation compared to less successful students — related