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Linear and Non-Linear Hypertext in Elementary School Classroom Instruction.

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Title: Linear and Non-Linear Hypertext in Elementary School Classroom Instruction.
Language: English
Authors: Mack, Michael
Peer Reviewed: N
Page Count: 12
Publication Date: 1995
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Computer Assisted Instruction, Electronic Text, Elementary Education, Fixed Sequence, Hypermedia, Learning Processes, Multimedia Instruction, Programmed Instruction, Public Schools, Video Games
Abstract: This exploratory study was designed to introduce hypertext as a component of classroom instruction in a situation similar to that which might prevail in a public school setting. Linear and non-linear treatments of the same text were employed as an information source for a supplemental learning task prescribed by a teacher as part of classroom instruction. Participants were 80 4th grade students in an elementary school in a suburban school district. The students were grouped by experience with video game technology (high and low) in order to study the influence of that experience on their performance and satisfaction with the two hypertext versions of the learning task. The hypertext used in this study, the geological regions of Minnesota and their products, is related to, but does not duplicate, the content of a required fourth grade social studies unit. In the non-linear version, a hypertext web radiates from numerous graphic choice screens, which allows students at any point to select screens viewed earlier in the lesson, move on to new information, return to previous choice points, or quit the lesson. The linear versions presents all screens in a predetermined sequence, and only has options of continuing the sequence, reversing the sequence one screen at a time, or quitting. Performance was assessed by a student activity sheet, a delayed post-measure, and an attitude survey. No significant main effects or interactions were found for any of the dependent variables. A post hoc exploratory analysis revealed a significant main effect for gender on attitude toward lesson organization. Males found the lesson, regardless of treatment, more clearly organized than did females. (Contains 36 references.) (MAS)
Entry Date: 1995
Accession Number: ED383324
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Linear and Non-Linear Hypertext in Elementary School Classroom Instruction.
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  Data: 12
– Name: DatePubCY
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  Data: 1995
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Text%22">Electronic Text</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Fixed+Sequence%22">Fixed Sequence</searchLink><br /><searchLink fieldCode="DE" term="%22Hypermedia%22">Hypermedia</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Programmed+Instruction%22">Programmed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink>
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  Data: This exploratory study was designed to introduce hypertext as a component of classroom instruction in a situation similar to that which might prevail in a public school setting. Linear and non-linear treatments of the same text were employed as an information source for a supplemental learning task prescribed by a teacher as part of classroom instruction. Participants were 80 4th grade students in an elementary school in a suburban school district. The students were grouped by experience with video game technology (high and low) in order to study the influence of that experience on their performance and satisfaction with the two hypertext versions of the learning task. The hypertext used in this study, the geological regions of Minnesota and their products, is related to, but does not duplicate, the content of a required fourth grade social studies unit. In the non-linear version, a hypertext web radiates from numerous graphic choice screens, which allows students at any point to select screens viewed earlier in the lesson, move on to new information, return to previous choice points, or quit the lesson. The linear versions presents all screens in a predetermined sequence, and only has options of continuing the sequence, reversing the sequence one screen at a time, or quitting. Performance was assessed by a student activity sheet, a delayed post-measure, and an attitude survey. No significant main effects or interactions were found for any of the dependent variables. A post hoc exploratory analysis revealed a significant main effect for gender on attitude toward lesson organization. Males found the lesson, regardless of treatment, more clearly organized than did females. (Contains 36 references.) (MAS)
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      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Electronic Text
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Fixed Sequence
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      – SubjectFull: Hypermedia
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      – SubjectFull: Learning Processes
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      – SubjectFull: Multimedia Instruction
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      – SubjectFull: Public Schools
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      – SubjectFull: Video Games
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      – TitleFull: Linear and Non-Linear Hypertext in Elementary School Classroom Instruction.
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