This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Dillon, A. Articles by Gabbard, R. Search for Related Content Social Bookmarking                         What's this?

Hypermedia as an Educational Technology: A Review of the Quantitative Research Literature on Learner Comprehension, Control, and Style

Indiana University

By virtue of its enabling rapid, nonlinear access to multiple forms of information, hypermedia technology is considered a major advance in the development of educational tools to enhance learning, and a massive literature on the use of hypermedia in education has emerged. The present review examines the published findings from experimental studies of hypermedia emphasizing quantitative, empirical methods of assessing learning outcomes. Specifically, the review categorizes this research into three themes: studies of learner comprehension compared across hypermedia and other media, effects on learning outcome offered by increased learner control in hypermedia environments, and the individual differences that exist in learner responses to hypermedia. It is concluded that, to date, the benefits of hypermedia in education are limited to learning tasks reliant on repeated manipulation and searching of information and are differentially distributed across learners depending on their ability and preferred learning style. Methodological and analytical shortcomings of the literature limit the generalizability of all findings in this domain. Suggestions for addressing these problems in future research and theory development are outlined.

Review of Educational Research, Vol. 68, No. 3, 322-349 (1998)
DOI: 10.3102/00346543068003322


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				A. Carusi Textual Practitioners: A comparison of hypertext theory and phenomenology of reading Arts and Humanities in Higher Education, June 1, 2006; 5(2): 163 - 180. [Abstract] [PDF]

				C. H. Persell Focused Online Discussions, Moments of Difficulty, and Student Understanding Social Science Computer Review, May 1, 2004; 22(2): 197 - 209. [Abstract] [PDF]

				M. Macedo-Rouet, J.-F. Rouet, I. Epstein, and P. Fayard Effects of Online Reading on Popular Science Comprehension Science Communication, December 1, 2003; 25(2): 99 - 128. [Abstract] [PDF]

				K. Hartley and L. D. Bendixen Educational Research in the Internet Age: Examining the Role of Individual Characteristics Educational Researcher, December 1, 2001; 30(9): 22 - 26. [Abstract] [PDF]

				W. P. EVELAND JR. and S. DUNWOODY User Control and Structural Isomorphism or Disorientation and Cognitive Load?: Learning From the Web Versus Print Communication Research, February 1, 2001; 28(1): 48 - 78. [Abstract] [PDF]