Hypermedia learning and prior knowledge: domain expertise vs. system expertise.
Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortco...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 1; pp. 53 - 65 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106605286&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106605286 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2005 vid: 21 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106605286 106605286 2005063040 10.1111/j.1365-2729.2005.00113.x 106605286 ppf: 53 ppct: 12 formats: tig: atl: Hypermedia learning and prior knowledge: domain expertise vs. system expertise. aug: au: Mitchell TJF Chen SY Macredie RD affil: Dept of Information Systems and Computing, Brunel University, Uxbridge, Middlesex, UK sug: subj: Hypermedia Learning Methods Analysis of Variance Computer-Assisted Instruction England Pearson's Correlation Coefficient Pretest-Posttest Design Questionnaires Students, College Funding Source Human ab: Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students' learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non-linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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