Problems and issues in designing hypertext/hypermedia for learning
Designing hypermedia for learning
Network-based classrooms
International Journal of Human-Computer Interaction
Learning with hypertext learning environments: theory, design, and research
Journal of Educational Multimedia and Hypermedia
Misleading theoretical assumptions in hypertext/hypermedia research
Journal of Educational Multimedia and Hypermedia
Spatial versus conceptual maps as learning tools in hypertext
Journal of Educational Multimedia and Hypermedia
Individual differences, hypermedia navigation, and learning: an empirical study
Journal of Educational Multimedia and Hypermedia
HyperText and Cognition
Journal of Intelligent & Fuzzy Systems: Applications in Engineering and Technology
Hi-index | 0.00 |
This paper reports the results of a qualitative study on the process of learning complex concepts in chemistry by four students as they worked with FLiPS (Flexible Learning in the Periodic System), a cognitive flexibility multi-media hypertext for learning about the periodic system of elements. A wide range of probes (think-alouds; navigation logs; observational notes, interviews; pre- and post-tests; epistemic beliefs survey; and background questionnaire) produced a rich data set for analysis. This data was analyzed to construct rich narrative case- and cross-case narratives of the participants' process of working and learning in this complex hypertext environment. This multi-level analysis offers insight both into the fine-grained process of use as well as the larger issues of the pedagogical significance of FLiPS. Our analysis reveals a complex relationship between epistemic beliefs, student motivation, prior knowledge, and process of learning from hypertext. We offer implications for future research, design and the application of pedagogical hypertexts.