Present supportive information in hypermedia systems to support elaboration and mindful abstraction¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

For the supportive-information component, the chapter recommends hypermedia systems as the delivery environment. The abstract states: "They may study supportive information in hypermedia systems, where principles facilitate a process of elaboration and mindful abstraction." Hypermedia design for supportive information should thus be chosen to foster elaboration and mindful abstraction by the learner.

Design Implications¶

Context¶

Requirements¶

• A hypermedia system providing supportive information available for study alongside learning tasks

Constraints¶

Target Learners¶

• Learners acquiring complex cognitive skills

Target Learning Goals¶

• Elaboration of domain models and mindful abstraction of mental models

Claims¶

• Usability problems — disorientation, distraction, and cognitive overload — hinder demonstrating effectiveness of self-controlled hypermedia learning [~W]

Related Strategies¶

• Derive research guidelines for hypermedia learning from reviewed findings and the sensible-use claim

Examples¶

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Key Sources¶

• Jeroen J. G. van Merriënboer and Liesbeth Kester. (2005). The Four-Component Instructional Design Model : Multimedia Principles in Environments for Complex Learning. The Cambridge Handbook of Multimedia Learning, pp. 71-94. https://doi.org/10.1017/CBO9780511816819.006