A methodological alternative to media comparison studies: Linking information utilization strategies and instructional approach in hypermedia learning

Katharina Scheiter 1 Peter Gerjets 2 Brigitte Vollmann 3 Richard Catrambone 4
1 Department of Applied Cognitive Psychology and Media Psychology
2 KRMC - Knowledge Media Research Center
3 Center for Media Research
4 School of Psychology
Abstract : Literature reviews on hypermedia learning have yet failed to show consistent positive effects of learner-controlled nonlinear information access. We argue that a possible reason for this lack of evidence in favor of hypermedia learning results from the fact that not sufficient attention is paid to the strategies of information utilization learners deploy. The few studies that do analyze these strategies fail to link them to an instructional approach, which hampers a deeper interpretation of strategy patterns. Our study showed that different groups of learners can be distinguished according to their strategies used in an example-based hypermedia environment and that these groups differ with regard to learning outcomes, but not individual learner characteristics. (http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2006/docs/p2117.pdf)
Keywords : searching strategies
Type de document :
Communication dans un congrès
R. Sun, & N. Miyake. 28th Annual Conference of the Cognitive Science Society, 2003, 2006, Vancouver, Canada. pp.2117-2122, 2006
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Soumis le : vendredi 14 décembre 2007 - 15:08:38
Dernière modification le : mardi 6 février 2018 - 14:24:01
Document(s) archivé(s) le : lundi 12 avril 2010 - 07:50:21

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Katharina Scheiter, Peter Gerjets, Brigitte Vollmann, Richard Catrambone. A methodological alternative to media comparison studies: Linking information utilization strategies and instructional approach in hypermedia learning. R. Sun, & N. Miyake. 28th Annual Conference of the Cognitive Science Society, 2003, 2006, Vancouver, Canada. pp.2117-2122, 2006. 〈hal-00197358〉

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