Hypertext, CAI, Paper, or Program Control

Publisher Website
Google Scholar
Abstract
The development of authoring tools for hypertext has generated interest in its instructional use, yet there is little research on the conditions under which learners benefit from choices available during learning. This study compared education undergraduates with high or low spatial-skill scores in four conditions: hypertext, CAI, paper, and program control. Dependent variables were: score on misconceptions test, number of problems correct, time on lesson, enjoyment rating, number of screens viewed, and number of nonsequential choices. Significant findings indicated that hypertext subjects took the least amount of time, paper subjects solved the most problems, and CAI subjects made the most nonsequential choices. High spatial subjects took more time than low spatial subjects in hypertext, paper, and program control conditions, but less time in CAI. Low spatial CAI and hypertext subjects viewed more screens than did high spatial subjects; the opposite was true for program control subjects. There was no difference among groups in enjoyment rating or misconceptions, although all groups scored in the order predicted in the misconceptions inventory. Results are discussed in terms of the pattern of high- and low-ability learners under learner control.