The Impact of Hypertext Materials on Undergraduate Students: An Experimental Study
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AbstractThis experimental study was designed primarily to compare two different Elaboration-Theory-based hypertexts with a control-group design that did not employ any instructional theories and principles. Results indicated that Elaboration-Theory strategies might improve students'achievement of learning factual knowledge such as recall or identification of facts. Cognitive strategies (mnemonics) do improve students'achievement of learning difficult-to-recall factual knowledge such as medical terminologies. In addition, summarizers may improve students'achievement of learning conceptual knowledge.