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Please use this identifier to cite or link to this item: http://hdl.handle.net/2081/1138

Title: Hypermedia as an educational technology: a review of the empirical literature on learner comprehension, control and style
Authors: Dillon, A.
Gabbard, R.
Keywords: Hypermedia
Learning outcomes
Cognitive styles
Issue Date: 1998
Publisher: American Educational Research Association
Citation: This item is not the definitive copy. Please use the following citation when referencing this material: Dillon and Gabbard (1998) Hypermedia as an educational technology: a review of the empirical literature on learner comprehension, control and style. Review of Educational Research, 68(3), 322 -349. Reprinted in P. Smith and A. Pellegrinni (eds.) (2000) The Psychology of Education: Major Themes, London: Routledge, Vol 3, 496-531.
Abstract: 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 experiential studies of hypermedia emphasizing quantitative, empirical methods of assessing learning outcomes. Specifically, the review categories 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 response 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 upon their ability and preferred learning style. Methodologies 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.
Description: Content missing Tables 2-3 upon receipt.
URI: http://hdl.handle.net/123456789/1138
Appears in Collections:Publications: Refereed Journal Articles

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