Hypermedia learners show the lowest total engagement in learning processes, devoting most processing to superficial activities¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Learners in the hypermedia learning environment engaged in significantly fewer instances of superficial, elaborative, and regulative processes than learners in the self-explanation-based and inquiry environments. → Tessa H. S. Eysink & Ton de Jong 2012

Evidence¶

Tessa H. S. Eysink & Ton de Jong 2012¶

Tessa H. S. Eysink & Ton de Jong (2012). Does Instructional Approach Matter? How Elaboration Plays a Crucial Role in Multimedia Learning. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2011.611776

q3 · i? · causal · r?

Bonferroni-corrected Mann-Whitney pairwise comparisons from the think-aloud experiment, showing hypermedia learners engaged in fewer processes of all three main categories than self-explanation-based learners, with the same pattern against inquiry learners.

"learners in the hypermedia learning environment engaged in significantly fewer instances of superficial, elaborative, and regulative processes than those in the self-explanation-based learning environment ( Z = –3.78, p < .001; Z = –3.78, p < .001; and Z = –2.80, p < .008, respectively)"

Discussion¶

Related Claims¶

• Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments — possibly the same claim (merge candidate)
• Observational learners read and filter more than hypermedia learners, and hypermedia learners check more solution steps than self-explanation learners — related
• Self-explanation-based and inquiry learning elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanations — related
• Observational learning devotes a significantly lower percentage of learning activity to elaborative processing than the other three approaches — reports the opposite
• The self-explanation-based environment elicits the most (self-)explanations and the inquiry environment elicits high hypothesis generation — related
• Successful hypermedia learners showed more orientation and planning before processing content, deeper elaboration, constant monitoring, and evaluation compared to less successful students — related
• Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems — related