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dc.contributor.authorChen, Wei-Fan
dc.date.accessioned2019-10-25T05:17:33Z
dc.date.available2019-10-25T05:17:33Z
dc.date.created2017-09-25 09:35
dc.date.issued2003
dc.identifieroai:editlib.org:p/17891
dc.identifierhttp://editlib.org/p/17891
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1338863
dc.description.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.
dc.format.mediumapplication/pdf
dc.languageen
dc.language.isoeng
dc.publisherAssociation for the Advancement of Computing in Education (AACE)
dc.relation.ispartofhttp://editlib.org/p/17891/paper_17891.pdf
dc.rightsCopyright (c) AACE. All rights reserved.
dc.sourceProceedings of Society for Information Technology & Teacher Education International Conference in Albuquerque, New Mexico, USA (2003). ISBN: 978-1-880094-47-1
dc.subjectachievement
dc.subjecthypertext
dc.subjectinstructional design
dc.titleThe Impact of Hypertext Materials on Undergraduate Students: An Experimental Study
dc.typeProceedings
ge.collectioncodeOAIDATA
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:11322331
ge.identifier.permalinkhttps://www.globethics.net/gel/11322331
ge.lastmodificationdate2017-09-25 09:35
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149101
ge.oai.repositoryid98408
ge.oai.setnameProceedings
ge.oai.setnameTeacher Education International Conference
ge.oai.setspecproceedings
ge.oai.setspecproceedings:site
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://editlib.org/p/17891


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