Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2007 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Moderating learner characteristics, including prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning, make the potential effectiveness of self-controlled hypermedia learning difficult to demonstrate. → 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 · r?
The review's analysis names learner characteristics as the second reason hypermedia effectiveness is difficult to demonstrate, listing "prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning" as the moderating variables.
"(2) moderating learner characteristics (i.e., prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning)"
Discussion¶
Related Claims¶
- Letting learners pace instruction helped on complex material in one experiment, while learner control in general showed almost no effect across 18 studies — the general claim this finding bears on, with the studies behind it
- Studies on the effectiveness of hypermedia learning have produced ambiguous results — related
- 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
- Self-regulated learning improves achievement — related
- Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learner-characteristics-moderate-hypermedia-effectiveness |
title |
Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness |
description |
Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-14 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — scheiter-2007 |
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