1. 1 Interaction of hypertext forms and global versus sequential learning styles. Dünser, A., Jirasco, M. (2005). Interaction of hypertext forms and global versus sequential learning styles. J. Educational Computing Research, 32(1), 79-91. Presenter: Zong-Lin Tsai Advisor: Ming-Puu Chen Date: March 2, 2009

2. 2 Using hypertext for learning ► In a hypertext environment, the learner is able to decide which information he/she wants to get next. So the user can find his/her individual path through the document, and the program does not lead him/her in a certain direction or to a certain goal. ► Many authors think that hypertext provides advantages for the construction of learning environments, such as the possibility of integrating other media or linking different resources.

3. 3 Using hypertext for learning ► In contrast to traditional written media like books, in which the chapters and information are presented in fixed sequence, hypertexts offer many different methods of presenting and assimilating information. ► Instead of a linear sequence the reader gets a linked, non-linear organization of knowledge. Single information units or knots are connected through links in many different ways (e.g., hierarchically).

4. 4 Using hypertext for learning ► The disadvantages of hypertext have also been reported. Problems like being “lost in hyperspace,” or cognitive overhead must be considered. ► The problem with most of these experiments is that linear texts, which are meant to be read in a linear fashion, are converted into hypertext. This of course can lead to problems in understanding.

5. 5 Using hypertext for learning ► The real potential of hypertext, however, lies in its flexibility of knowledge presentation and adaptability for different learners. ► Considering these individual differences, it is important to investigate how different structures and organization of information can contribute to improve learning

6. 6 Research aims and objectives ► It seems likely that sequential learners would have difficulties when learning with hypertexts with a lack of linear structure. With a structural aid, such as an additional suggested path through the document, these problems should diminish. ► The following hypotheses were tested. 1.Students with global learning style show better learning results when learning with hypertext. 2.Students learning with a hypertext with an additional linear path through the document achieve better learning results when learning with hypertext. 3.Especially students with sequential learning style achieve better learning results when an additional linear path through the document is available.

7. 7 Method ► Materials The hypertext document dealt with the topic “hypertext” and with permission from the author Stefan Münz, the text had been adapted for the experiment.“hypertext” ► Questionnaires ► Learning style ► Knowledge acquired ► before and after ► facts and understanding/comprehension ► Demographical data and attitude toward learning

8. 8 Method ► Participators 86 Viennese university students ► psychology/ technical sciences/ social sciences ► 34 male/ 52 female/ average age of 26 years

9. 9 Method ► Design 1 Questionnaire Learning style and demographical data. 2 Questionnaire Experience with and attitude toward learning with hypertext and the knowledge questions. 3 Randomly assigned to one of the hypertext forms. 4 Knowledge questions, the questionnaire on learning style, and the additional questions were presented again.

10. 10 Results ► The duration of the whole experiment was one hour and 23 minutes on average, and the learning phase took 47 minutes on average. The time spent for learning showed no significant differences in the four treatment groups F(1, 81) = 0.97, p =.33. ► The increase in knowledge was significant F (1, 82) = 528.14, p <.01. On average, the students were able to answer 10 questions more after the learning (before learning phase M = 8.34, after learning phase M = 18.12; out of 30 questions).

11. 11 Results ► Regarding hypertext form, F (1, 82) = 0.40, p =.53, and learning style, F (1, 82) = 0.16, p =.69, no significant differences could be observed. Therefore the statistical results indicate no support for hypothesis 1 and hypothesis 2. ► There was, however, an interaction between the three factors achievement, hypertext form, and learning style F(1, 82) = 4.61, p =.04 (see Figure 1).

12. 12 Results

13. 13 Results ► Contrasts revealed that sequential learners without path showed a smaller gain in knowledge than the other groups t (82) = 1.77, p =.04. Thus students with a sequential learning style achieved better results in the hypertext learning experiment when they had an additional path at hand. ► Sequential learners gained a better understanding but not more fact-knowledge when they could learn with the additional path, t (82) = 1.77, p =.04. Students with global learning style did not show any differences in the two hypertext conditions. This lead to the conclusion that students with sequential learning style depend on structural aid especially when understanding is required.

14. 14 Results ► No interaction between prior knowledge, hypertext form, and achievement could be observed. ► The analyses of the additional questions showed that most of the students enjoyed learning with hypertext, but the majority preferred learning with a book to learning with hypertext. ► About half of the participants reported various problems when learning with the hypertext. However, this question was not correlated with learning achievement (r = –.03, p =.82).

15. 15 Discussion ► Learning style and an additional path in the document do not have a global influence on how much students can learn from hypertext. ► However, students with a sequential learning style show better learning results with the hypertext form that contains structural aid. ► The advantage of the additional path for students with a sequential learning style can be observed in their understanding of the topic. When they do not find this structural aid they can learn the facts, but seem to have difficulty in understanding the information.

16. 16 Discussion ► Gerdes (1997, p. 77) proposed, that linearly structured information helps learners with little previous knowledge in the process of understanding (see also Gall & Hannafin, 1994; Tergan, 1997). ► In this experiment, we did not find this for students with little prior knowledge, but for sequential learners. THE END

17. 17 Hypertext.