Journal of Educational Multimedia and Hypermedia
Computers as Cognitive Tools: No More Walls
Computers as Cognitive Tools: No More Walls
Computers in Human Behavior
Computers in Human Behavior
Review: Multimedia, hypermedia, and hypertext: Motivation considered and reconsidered
Computers in Human Behavior
Review: Integrating cognitive load theory and concepts of human-computer interaction
Computers in Human Behavior
Nonlinear technology: Changing the conception of extrinsic motivation?
Computers & Education
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The non-linear format of hypermedia requires the use of self-regulated learning (SRL) processes, including making decisions about which representation to access. The design of hypermedia environments can make these decisions difficult, and may result in extraneous cognitive load. Note-taking, a SRL strategy may offload extraneous cognitive load while learning with hypermedia. This study examined factors related to undergraduate students' note-taking while learning with hypermedia. Think-aloud, self-report, pretest, and posttest data were collected from 53 undergraduates while they learned about a challenging science topic for 30min with hypermedia. Results indicated that participants' prior domain knowledge, as measured by the pretest, did not significantly predict the content of their notes. However, motivation, as measured by a self-report questionnaire, had a significant relationship with the content of the participants' notes. Specifically, intrinsic motivation had a significant negative relationship while extrinsic motivation had a significant positive relationship with the content of notes. Additionally, there was a significant interaction between the content of the participants' notes and their use of self-regulatory processes while learning with hypermedia.