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Journal of Educational Multimedia and HypermediaVolume 7, Number 4 1998
Hypermedia and Learning Styles: Can Performance Be Influenced? Karen L. Rasmussen and Gayle V. Davidson-Shivers 291The Effects of Learner Differences on Usage Patterns and Learning Outcomes With Hypermedia Case StudiesGail E. Fitzgerald and Louis P. Semrau 309The Effect of Hypermedia Development on High School Students’ Knowledge Acquisition, General Problem-Solving Skills, and General Design SkillsJohn M. Oughton and W. Michael Reed 333Interactive CD Study Modules in Food Science and Human Nutrition: Assessing Technology-Enhanced Study ProgramsKathy Beerman, Gary Brown, and Marc Evans 365Analysis of Human Movement Using Digital VideoM. Melissa Gross 375
Abstracts
Hypermedia and Learning Styles: Can Performance Be Influenced? Karen L. Rasmussen Department of Professional Studies, Foundations, and Technology University of West Florida 11000 University Parkway, Pensacola, FL 32514, USA krasmuss@uwf.eduGayle V. Davidson-Shivers Behavioral Studies and Educational Technology University of South Alabama Mobile, AL 36688, USA gdavidso@jaguar1.usouthal.eduLearning styles can be used in conjunction with learner control to facilitate and enhance student performance in hypermedia learning environments. In a study (n=102) of the influences of learning styles and learner control on performance, immediate and delayed assessments of performance showed a significant interaction between level of learner control and the processing dimension of learning styles as defined by Kolb (1981, 1984). Also, in the delayed posttest, individuals in the moderate level of learner control performed significantly better than learners in either high or low levels of learner control. In addition, learners who tended toward abstractness on the perception dimension of learning styles performed better than those individuals who tended toward concreteness. Instructors can take advantage of the inherent capabilities of hypermedia to assist learners in performing to their highest potential through the development of lessons that accommodate preferences for learning.
The Effects of Learner Differences on Usage Patterns and Learning Outcomes With Hypermedia Case Studies Gail E. Fitzgerald School of Information Science and Learning Technologies University of Missouri-Columbia 351 Townsend Hall, Columbia, MO 65211, USA spedfitz@showme.missouri.eduLouis P. Semrau Department of Special Education Arkansas State University P. O. Box 1450, State University, AR 72467, USA lsemrau@kiowa.astate.eduThis study investigated the effects of prior computer use, student rank, and differences in the learning style of field dependence/independence on usage patterns and learning outcomes for preservice teachers utilizing hypermedia case studies. Twenty-three preservice teachers in special education participated in the study utilizing three hypermedia case studies and were blocked into groups based on prior computer knowledge, rank in school, and field dependence/independence learning style. Significant pre-to-post learning was found across users for achievement scores, breadth and interrelatedness of knowledge on individually constructed concept maps, on-line quiz scores, and the quality of problem-solving reports created on-line by users; no differences were found for grouping variables on the outcome measures. Participants with differing field dependence/independence learning styles used the program an equivalent amount of time. Differences were found in their allocation of usage time across two of the four hypermedia instructional components but these differences did not influence learning outcomes. Results suggest that hypermedia case studies provide an equally effective learning environment for students regardless of learner differences.
The Effect of Hypermedia Development on High School Students’ Knowledge Acquisition, General Problem-Solving Skills, and General Design Skills John M. Oughton College of Education and Allied Professions The University of Toledo 2020-E Gillham Hall, Toledo, OH 43606-3390, USA joughto@pop3.utoledo.eduW. Michael Reed College of Human Resources and Education West Virginia University 404-B Allen Hall, Morgantown, WV 26505-6122, USA wmr1@is9.nyu.eduThis paper focuses on a study which analyzed 15 high school students’ cognitive abilities while utilizing the Linkway authoring package. The students were enrolled in a Multimedia I class in which the teacher took a problem-solving approach to the instruction. Specifically, the students were measured on their acquisition of knowledge about hypermedia, their use of design skills, and their ability to solve problems in a hypermedia environment. Findings indicated that the students’ declarative and procedural knowledge increased in complexity. The students’ structural knowledge actually decreased during the 8-week period. The students also increased their general problem-solving skills from both the pretreatment and the midtreatment data collection points to the posttreatment data collection point. The students’ design skills mainly focused on the first two stages in Lehrer’s (1993) cognitive framework: plannning and transforming. In summary, having students construct their own knowledge in a hypermedia environment aided their development of more complex knowledge structures and problem-solving processes. Recommendations for further studies focus on applying this type of an approach toward content areas such as mathematics, English, social studies, and science.
Interactive CD Study Modules in Food Science and Human Nutrition: Assessing Technology-Enhanced Study Programs Kathy Beerman Food Science & Human Nutrition Washington State University Pullman, WA 99164-1223, USAGary Brown The Center for Teaching & Learning Washington State University Pullman, WA 99164-1223, USA Browng@wsu.eduMarc Evans The Department of Statistics Washington State University Pullman, WA 99164-1223, USAThis article describes the assessment of an interactive CD-ROM used in two large food science and human nutrition classes. A cross-over design was used to compare the multimedia-enhanced teaching strategies with traditional approaches. The study provides valuable insight into the distinct implementation contexts associated with new technologies, as well as insight into the influence of a high-quality, CD-ROM course supplement used in a study that included a substantial sample size. The findings suggest there is a significant displacement effect. Students with CDs learned more than when they were without the CD, but when students were without CDs, they used the textbook more effectively. The use of the CD-ROM did contribute to student learning, but introducing new technologies suggests recognition of strategies that may supplant conventional approaches. The study offers suggestions for future use of new technologies.
Analysis of Human Movement Using Digital Video M. Melissa Gross Department of Movement Science, Division of Kinesiology The University of Michigan Ann Arbor, MI 48109-2214, USA mgross@umich.eduAlthough the ability to describe human movement is an important skill for kinesiologists, many students do not have the opportunity to actively engage in motion analysis because of limited access to laboratory facilities. The ready availability of digital video and multimedia technology give more students access to the experience. The motion analysis project was devised as an active-learning experience in a required undergraduate course. The students work in teams to conduct small-scale scientific studies of human movement. They formulate a research question based on their own interests, collect and analyze their movement data, and write a report on their findings for publication on the Web. The project reports are archived on the course home page for the use of students in subsequent semesters. The students value the traditional and project-related aspects of the course similarly. Although the students recognize that the project takes considerable time and effort on their part, the students appreciate the comprehensive skills they acquire by completing the project.
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