Successful hypermedia learners showed more orientation and planning before processing content, deeper elaboration, constant monitoring, and evaluation compared to less successful students¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Among 38 college students learning about operant conditioning in a hypermedia system with think-alouds, successful students showed more orientation and planning before processing the information, elaborated more deeply, monitored constantly, and performed evaluation activities. → Azevedo 2014

Evidence¶

Azevedo 2014¶

Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. https://doi.org/10.1007/s11409-014-9123-1

q2 · i? · review · r2

The commentary reports, citing Bannert et al., process mining of verbal protocols from 38 college students learning operant conditioning in hypermedia, which uncovered temporal patterns in which "successful students showed more orientation and planning processes" before processing content.

"compared to less successful students, successful students showed more orientation and planning processes before they processed the information to be learned. During reading, they elaborated on the information more deeply, constantly monitored different learning events, and performed evaluation activities."

Discussion¶

Related Claims¶

• Process models of successful students come closer to self-regulated learning theory expectations than those of unsuccessful students, who do not evaluate their learning — possibly the same claim (merge candidate)
• Studies on the effectiveness of hypermedia learning have produced ambiguous results — related
• Hypermedia learners show the lowest total engagement in learning processes, devoting most processing to superficial activities — related
• Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation — related
• Low-prior-knowledge students struggle to deploy key self-regulatory processes during learning — possibly the same claim (merge candidate)
• Successful discoverers regulate learning more systematically, planning experiments and monitoring progress, while unsuccessful learners work unsystematically — possibly the same claim (merge candidate)