By: Jennifer L. Haddon
Hypermedia is beneficial for multiple document searches Control over information access may not benefit everyone Certain interface designs are for certain learning styles
Cognition Context Design
Information Structure › How to advance from one piece of information to the next in a linear or hierarchical structure › Sometimes confusing Advance Organizers › Content headings, abstracts, chapter headings › Not well structured for every learner Mixed Media › Pictures, videos, music › Can be distracting › May involve dual processing of information Learner Control Mechanisms › Learner works at own pace › Still under research if beneficial
Domain & Prior Knowledge › Low prior knowledge may affect the learning outcome Spatial Ability › High spatial ability students out perform low spatial ability students › Spatial metaphors (e.g. street, house) are utilized to assist with confusion when in hyperspace by keeping students within familiar physical world Cognitive/Learning Style › Depending on type of learner (converger/diverger, accommodator/assimilator) may depend on the outcome of learning & may affect how hypermedia instruction should be set up
Hypermedia could be beneficial within certain learning situations, however it is imperative to determine how the instructional material is to be utilized Advance organizers assist with usability & understanding in hyperspace Compatible format of verbal & visual data assist with processing information Hierarchical layout of hypermedia is favorable for most students Differences among students (spatial ability, prior knowledge, learning style) need to be considered when designing effective hypermedia instructional material
Mayer, R. (2005). The cambridge handbook of multimedia learning. New York, NY: Cambridge University Press. Images: All About Databases. Retrieved from: Computer and Office Animation. Retrieved from: Healthy Cybermap.org. Retrieved from: The Stephen Sanig Foundation, Inc. Retrieved from: To Learn English. Retrieved from: