Abstract
The purpose of this study was to investigate the effects of overview mode and computer experience in a hypertext learning environment. College students read a hypertext unit that included a structured overview, an unstructured overview, or no overview. The study examined the effects of overview mode and computer experience on achievement, attitude and instructional time. Results indicated that participants with high computer experience learned more from the hypertext program than those with low computer experience. Furthermore, participants who received either the structured or unstructured overview spent significantly more time using the hypertext program and had significantly more positive attitudes than participants who did not receive an overview. However, overview mode did not influence achievement.
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