Hypermedia Learning Environment Research Articles

The Impact of Prompts and Feedback on the Performance during Multi-Session Self-Regulated Learning in the Hypermedia Environment.

The hypermedia environment is among the most prevalent contemporary self-regulated learning (SRL) environments; however, methods for improving the effectiveness of students' multi-session SRL in such environments remain under discussion. In this study, two experiments were conducted to explore whether and how prompts and feedback benefit performance during multi-session SRL in a hypermedia learning environment. A total of 76 senior students participated in Experiment 1, which used a mixed 2 (prompting condition: prompt, no prompt) × 2 (feedback condition: feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design to explore the effects of prompting and feedback on the multi-session learning process in a hypermedia environment. The results indicated that, in learning Session 1, performance in the prompt condition was significantly better than in the unprompted condition, with or without feedback; in learning Session 2, participants in the prompt condition with feedback performed significantly better than those in the other three conditions. Students in the group with a prompt and feedback had the most accurate meta-comprehension absolute accuracy in both learning sessions. Experiment 2 recruited 94 secondary school students to further explore whether the combination of prompts and different types of feedback led to different learning outcomes according to the division of feedback timing. A mixed 2 (prompt condition: prompt, no prompt) × 3 (feedback condition: delayed feedback, immediate feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design was used. The results indicated that, in learning Session 1, the prompt condition outperformed the unprompted condition with or without feedback; in learning Session 2, students with prompted delayed feedback outperformed the other five conditions. We also found that although there was no significant difference in meta-comprehension monitoring accuracy between delayed and immediate feedback, both groups performed significantly better than those in the no feedback condition. These results suggest that the combination of prompts and feedback in hypermedia environments facilitates student performance better than prompts or feedback alone; this improvement may be related to the correction of poor internal student feedback.

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments?

Students must engage in self-regulated learning in computer-based learning environments; however, many students experience difficulties in doing so. Therefore, this study aims to investigate self-created metacognitive prompts as a means of supporting students in their learning process and improving their learning performance. We conducted an experimental study with a between-subject design. The participants learned with self-created metacognitive prompts (n = 28) or without prompts (n = 29) in a hypermedia learning environment for 40 min while thinking aloud. In a second learning session (stability test), all participants learned about a different topic without prompts. The results showed no clear effect of the self-created metacognitive prompts on the learning process and performance. A deeper analysis revealed that students’ prompt utilization had a significant effect on performance in the second learning session. This study contributes to the research investigating how students can be supported in ways that enhance their learning process and performance.

Effects Gender and Location on Social Studies Students’ Academic Achievement in Interactive Multimedia Learning Environment: Empirical Evidence from Zaria Education Zone

Effects Gender and Location on Social Studies Students’ Academic Achievement in Interactive Multimedia Learning Environment: Empirical Evidence from Zaria Education Zone

The Moderating Effect of Prior Knowledge on Higher Order Thinking Skills in the Interactive Multimedia Learning Environment

This study aims to identify the moderating effect of prior knowledge on the achievement of form four Biology students (aged 16 years) in Malaysia in higher order thinking skills, classifying skills, comparing and contrasting skills and problem solving skills. To this end, a quasi?experimental design was used. The sample consists of 181 respondents where 90 respondents were assigned to the experimental group and 91 respondents comprised the control group. The respondents were selected by a four-stage cluster sampling. The experimental group was subjected to learn Nutrition through an interactive multimedia courseware named Nutri-Score, whereas the control group learnt the topic traditionally. Pre-test and post-test consisting of one short item question and three essay questions based on Rubrics for Specific Tasks or Situations from Marzano Model were designed to measure the respondents’ achievement. Findings revealed a positive effect on the experimental group's achievement in higher order thinking skills, classifying skills, comparing and contrasting skills but not in problem solving skills. Moreover, learners with high and average prior knowledge showed a higher improvement in academic achievements compared to those with low prior knowledge. This result contradicts to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge.

Interactive multimedia learning environment for geometrical specification indication & verification rules

The concept of application that instructs students on efficient usage of the symbol language for specification of form, orientation, location and run-out tolerances as well as verification of those requirements is briefly presented. The new module of the application developed to present specification elements recently introduced in the 1101:2017 to reduce specification uncertainty is shown. The paper contains a few screenshots of the interactive animated sequences that are employed to demonstrate current possibilities of roundness specification as well as relevant verification methods. The application goal is to help students to gain skills of effective usage of the geometrical tolerancing symbols and rules.

Effectiveness of cognitive style and learner control in hypermedia learning environments

This study examined the effects of hypermedia instruction on Junior Secondary School (JSS) III learners’ performance in Art History with consideration for learners’cognitive style. The study adopted the pretest posttest experimental design. The study sample was JSS 3 Fine Arts students purposively selected from six secondary schools. In selected schools, students from six intact Fine Arts classes were used. Students from four schools constituted four experimental groups while the other two remaining two schools constituted the two control groups. All groups consisted of field dependents and field independent learners. Data collected were analysed using Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The analysis of variance statistics (ANOVA) showed that there was a significant difference between the two modes of hypermedia (MS=79.625, F=13.838, p 0.05). In conclusion, the study recommended that cognitive styles must be taken into consideration in order for learners to achieve maximally in hypermedia instructional procedure.

Effectiveness of Facebook in English Language Learning: A Case Study

The prime objective of this research was to investigate whether Facebook helped undergraduate students of Universiti Sains Islam Malaysia (USIM) improve their English language proficiency, critical thinking, comprehension skills, and motivation. A triangulation method (quantitative, qualitative, and descriptive) was employed in the investigation. A total of 900 undergraduate students participated. The 900 participants were first year students from USIM. The instruments used in this research were questionnaires, interviews, and observations. Results from a pre-test and a post-test showed that students who used Facebook i.e. the control group outperformed (88.8% passed) the students who were not exposed to Facebook (60% passed) in all the three categories. The findings indicated that Facebook indeed helped students to improve their English proficiency, besides learning new words and terminologies. This research offers guidelines to future researchers on the methodology of learning English language and helps them design an effective interactive multimedia learning environment in their classroom. The findings of this research would also contribute to the expansion of the paradigm of Constructivism. The findings of this empirical research could be prototyped for learning other languages in the classroom.

Understanding IEC standard wind turbine models using SimPowerSystems

This article describes and exemplifies the IEC 61400-27 generic wind turbine models through an interactive multimedia learning environment - Matlab SimPowerSystems. The article aims help engineers with different backgrounds to get a better understanding of wind turbine dynamics and control by easily conducting different study simulations in the SimPowerSystems platform.

The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment

This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described through embodiments of the learning environment (e.g., tools, materials, structures, practices), mediating processes these embodiments are conjectured to support, and outcomes relating to these processes. Considerations from cognitive flexibility theory and Realistic Mathematics Education are integrated into the framework as well as principles from hypermedia design. Cases are conceptualized beyond the traditional structure of cases as human experience and include phenomena pertinent to understanding complex concepts about space and perspective. In this way, cases are depicted as phenomena to be investigated with the goal of supporting learners’ construction of multiple and alternative perspectives. Data are provided to elucidate the design conjecture associated with learners investigating the variability of real-world geometric phenomena by visiting, revisiting, and juxtaposing cases.

The model of creation of energy-saving competence of students of high school

This article considers the most important conditions for the creationof energy-saving competence of students – undergraduate training. The actualityof the problem is caused by low energy efficiency of industrial production, significantly reduces the competitiveness of the domestic economy and, consequently, the need to intensify activities on the rational use of energy resources. The definition of energy-saving expertise, marked its structural components (value-motivational, cognitive activity-reflexive). Stages of creationof energy-saving expertise in system of continuous vocational training: diagnosis, motivation, learning and reflective-evaluative. The possibilities of educational technology and psycho designed to work with the psychological barriers and resistance to the process of regulation of energy consumption, the production facilities at its energy efficiency and energy saving. In particular, it is recommended to use active learning methods (discussion, games, analysis of problem situations, etc.), Information and communication technologies for the implementation of educational and research projects in the field of energy conservation, the development and implementation of interactive multimedia learning environments.

Hipatia: a hypermedia learning environment in mathematics

<span style="font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Literature revealed the benefits of different instruments for the development of mathematical competence, problem solving, self-regulated learning, affective-motivational aspects and intervention in students with specific difficulties in mathematics. However, no one tool combined all these variables. The aim of this study is to present and describe the design and development of a hypermedia tool, Hipatia.</span><span style="font-size: 12.0pt; line-height: 115%; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Hypermedia environments are, by definition, adaptive learning systems, which are usually a web-based application program that provide a personalized learning environment. This paper describes the principles on which Hipatia is based as well as a review of available technologies developed in different academic subjects. Hipatia was created to boost self-regulated learning, develop specific math skills, and promote effective problem solving. It was targeted toward fifth and sixth grade students with and without learning difficulties in mathematics. After the development of the tool, we concluded that it aligned well with the logic underlying the principles of self-regulated learning. Future research is needed to test the efficacy of Hipatia with an empirical methodology.</span><!--[if gte mso 10]> <mce:style><! /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Tabla normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"MS Mincho"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} > <! [endif] -->

EFFECTS OF INDEX LEARNING STYLES (ILS) ON LEARNERS PREFERENCES STYLES TOWARDS LEARNING AUTISM BEHAVIORAL SYMPTOMS

In Malaysia, the issue of Autism is silently increasing and it needs to be considered seriously by a society. Azizan (2008) stated that based on a research conducted in Perak; one in every 625 children was autistic. Even though the finding does not represent the actual number of children being affected in Malaysia, the actual number might be higher than that in the real situation. The lack of research particularly on how society should be taught on this disability makes the situation become worse. Nobody knows what causes autism; no proper guide has been distributed and no information on autism was shared at school level. Autism needs special attention from society since the cause of this disability was unknown. More support in terms of research and guidance is needed. Most of the past research and study only focused on autistic children and their parents. Those findings mostly too scientific to be understood by the societies and the results does not often to be published. So in order to increase the knowledge and awareness of learners', the learners preferences style need to be identify in the first place so that when designing the learning material, it can suits and match with their learning styles. In this case, the instrument of Index Learning Styles (ILS) which developed by Felder and Soloman (1994) has been utilized. This instrument consists of forty four (44) items that fall under four categories; Sensing-intuitive, Visual-verbal, Active-reflective and sequential-global. The finding shows that visual learners are dominant compared to text learners. The findings from this study help researcher to develop a suitable an Interactive Multimedia Learning Environment (IMLE) which based on visuals characters which can helps society in learning Autistic behavioral symptoms.

Questioning as an Instructional Strategy in Multimedia Environments

Interactive multimedia learning environments incorporate interactive features, such as questioning, through which questions are posed to students and feedback is delivered on their answers. An experiment was conducted comparing two forms of questioning. The participants learned about geology with a multimedia environment that included questioning episodes. In the interactive questioning condition, the participants were presented with the question, chose an answer from a set of three options, and got the corresponding feedback. In the noninteractive questioning condition, the participants were presented with the same question and options, but they were not required to make a choice; instead, they were exposed to the feedback for each option. In a control condition, the participants received statements equivalent to those in the question and feedback. After learning with the environment, the participants took retention and transfer tests. The results in retention and transfer showed that the participants in the interactive condition outperformed those in the control and the noninteractive conditions, who did not differ from each other. This finding means that participation is critical for questioning to work effectively. This has implications for the design of learning environments.

An investigation of the role of contingent metacognitive behavior in self-regulated learning

Studies have shown that, to achieve a conceptual understanding of complex science topics, learners need to use self-regulated learning (SRL) skills, particularly when learning with Hypermedia Learning Environments (HLEs). Winne and Hadwin (2008) claimed that metacognition is a key aspect of SRL, particularly metacognitive monitoring and control. The aim of this study was to investigate the contingent relationship between metacognitive monitoring [e.g., judgment of learning (JOL)] and metacognitive control (e.g., strategy change) and whether those contingencies predicted learning about the circulatory system using an HLE. As a measure of contingency in metacognitive behavior, we examined the frequencies of learners’ change in strategy use (i.e., adaptive), or lack thereof (i.e., static), when they verbalized a negative JOL. The results showed that the frequency of adaptive metacognitive behavior positively related to learning, and static metacognitive behavior negatively related to learning, above and beyond the effect of prior knowledge. These findings suggest implications regarding future research into SRL, as well as the benefits of helping learners to recognize the necessary contingency that follows from metacognitive monitoring when learning with HLEs.

Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners’ levels of prior knowledge in hypermedia-learning environments?

Research on self-regulated learning (SRL) in hypermedia-learning environments is a growing area of interest, and prior knowledge can influence how students interact with these systems. One hundred twelve (N=112) undergraduate students’ interactions with MetaTutor, a multi-agent, hypermedia-based learning environment, were investigated, including how prior knowledge affected their use of SRL strategies. We expected that students with high prior knowledge would engage in significantly more cognitive and metacognitive SRL strategies, engage in different sequences of SRL strategies, spend more time engaging in SRL processes, and visit more pages that were relevant to their sub-goals than students with low prior knowledge. Results showed significant differences in the total use of SRL strategies between prior knowledge groups, and more specifically, revealed significant differences in the use of each metacognitive strategy (e.g., judgment of learning), but not each cognitive strategy (e.g., taking notes) between prior knowledge groups. Results also revealed different sequences of use of SRL strategies between prior knowledge groups, and that students spent different amounts of time engaging in SRL processes; however, all students visited similar numbers of relevant pages. These results have important implications on designing multi-agent, hypermedia environments; we can design pedagogical agents that adapt to students’ learning needs, based on their prior knowledge levels.

Note-taking within MetaTutor: interactions between an intelligent tutoring system and prior knowledge on note-taking and learning

Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE—MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and metacognitive self-regulated learning (SRL) processes—interacts with learner’s prior domain knowledge to affect their note-taking activities and subsequent learning outcomes. Sixty (N = 60) college students studied with MetaTutor for 120 min and took notes on hypermedia content of the human circulatory system. Log-files and screen recordings of learner-system interactions were used to analyze notes for several quantitative and qualitative variables. Results show that most note-taking was a verbatim copy of instructional content, which negatively related to the post-test measure of learning. There was an interaction between prior knowledge and pedagogical agent scaffolding, such that low prior knowledge students took a greater quantity of notes compared to their high prior knowledge counterparts, but only in the absence of MetaTutor SRL scaffolding; when agent SRL scaffolding was present, the note-taking activities of low prior knowledge students were statistically equivalent to the number of notes taken by their high prior knowledge counterparts. Theoretical and instructional design implications are discussed.

Effects of Learner Prior Knowledge and Working Memory Limitations on Multimedia Learning

This paper reviews recent applications of cognitive load theory to the design of interactive multimedia learning. Research on expert-novice differences has indicated that the learner prior knowledge base is the most important factor that influences learning. On the other hand, processing limitations of working memory significantly affect learning processes. An important consequence of these two features of human cognitive architecture is that multimedia presentations that are effective for low- knowledge learners can lose their effectiveness for more knowledgeable learners and vice versa (expertise reversal effect). Therefore, it is necessary to dynamically adjust instructional presentations as learners acquire more knowledge in a domain. The paper focuses on empirical findings associated with these implications for multimedia and hypermedia learning environments.

Promoting innovation and excellence to face the rapid diffusion of Novel Psychoactive Substances in the EU: the outcomes of the ReDNet project

The recent emergence of new psychoactive compounds (novel psychoactive substances (NPS)) has raised prominent challenges in the fields of drug policy, substance use research, public health and service provision. The Recreational Drugs European Network project, funded by the European Commission, was implemented to improve the information stream to young people and professionals about effects/risks of NPS by identifying online products and disseminating relevant information through technological tools. Regular multilingual qualitative assessments of websites, drugs fora and other online resources were carried out using the Google search engine in eight languages from collaborating countries. These included the following: the UK, Norway, Belgium, Germany, Hungary, Poland, Italy and Spain. Products were tested and prevention messages were developed and disseminated via technological tools such as interactive websites, SMS alert, social networking (Facebook, Twitter), Multimedia (You Tube), Smartphone applications (iPhone) and virtual learning environments (Second Life). The Recreational Drugs European Network project established itself as the first Europe-wide prevention programme designed for NPS based on the efficacy of novel information and communication technology-based forms of intervention. More than 650 NPS products and combinations were identified; relevant information was disseminated to target population and advice was given to both European Union/international agencies and national policy makers. Web-monitoring activities are essential for mapping the diffusion of NPS and the use of technological tools can be successfully incorporated in specific prevention programmes. Furthermore, the involvement of multi-disciplinary international partnerships was and continues to be fundamental for responding to such a prominent challenge.

ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum

Abstract A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.

Interactive knowledge networks for interdisciplinary course navigation within Moodle

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.