| Following associative hypermedia links may be analogous to following memory traces, and if so, could facilitate meaningful learning in computer assisted instruction (CAI) applications. This research tested hypotheses that hypermedia CAI, semantic network representations of the knowledge visible during study, and semantic network representations of the knowledge as hypermedia navigational aids would all facilitate learning. Variables of internal structure (linear vs. network) and knowledge structure visibility (map vs. no map) were tested with four versions of a CAI tutorial using 32 students from cognition and learning courses. Learning was measured with immediate and delayed post-tests. A significant effect for structure was found, though it favored linear presentation rather than network, and a marginally significant interaction was found. Explanations discussed are unfamiliarity of hypermedia presentation and relevancy of hypermedia for learning basic materials versus advanced learning where structures and associations are more important. |
