Skip to main content
SpringerLink
Log in

Design and use of hypermedia systems

  • Development
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Hypermedia makes it possible for learners to explore interactive multimedia-based instructional systems. To realize the potential of hypermedia to increase student involvement and learning, important design and use issues will have to be addressed. For example, how can we ensure that learners will be able to effectively regulate their own learning as they exercise the control inherent in hypermedia-based systems? How can motivation be stimulated and maintained, so that individuals will go beyond superficial browsing to really explore and learn? A theoretical and research-based foundation is summarized here which suggests answers to these questions, answers that revolve around learner control, self-regulated learning, and continuing motivation. Recommendations are offered for the effective design of hypermedia systems and the appropriate preparation of learners who will use them.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Arlin, M., & Whitley, T. W. (1978). Perceptions of self-managed learning opportunities and academic locus of control: A causal interpretation.Journal of Educational Psychology, 70, 988–992.

    Google Scholar 

  • Armstrong, A. M. (1989). The development of self-regulation skills through the modeling and structuring of computer programming.Educational Technology Research and Development, 37(2), 69–76.

    Article  Google Scholar 

  • Boud, D. (1988). Moving towards autonomy. In D. Boud (Ed.),Developing student autonomy in learning (pp. 17–39). London: Kogan Page.

    Google Scholar 

  • Campanizzi, J. (1978). The effects of locus-of-control and provision of overviews upon response latency and achievement in a computer-assisted instructional sequence.Dissertation Abstracts International, 39(2-A), 830A. (University Microfilms No. 78-12, 325).

    Google Scholar 

  • Campbell, V. N. (1964). Self-direction and programmed instruction for five different types of learning objectives.Psychology in the Schools, 1, 348–359.

    Google Scholar 

  • Campbell, V. N., & Chapman, M. A. (1967). Learner control vs. program control of instruction.Psychology in the Schools, 4, 121–130.

    Google Scholar 

  • Conklin, J. (1987). Hypertext: An introduction and survey.IEEE Computer, 18(9), 17–42.

    Google Scholar 

  • Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation.Educational Psychologist, 18, 88–108.

    Google Scholar 

  • Crandall, V. J., Katkovsky, W., & Preston, A. (1962). Motivational and ability determinants of young children's intellectual achievement behaviors.Child Development, 33, 643–661.

    Google Scholar 

  • Derry, S. J. (1984, April).Strategy training: An incidental learning model for CAI. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

  • Fisher, M. D., Blackwell, L. R., Garcia, A. B., & Greene, J. C. (1975). Effects of student control and choice on engagement in a CAI arithmetic task in a low-income school.Journal of Educational Psychology, 67, 776–783.

    Google Scholar 

  • Greiner, J. M., & Karoly, P. (1976). Effects of self-control training on study activity and academic performance: An analysis of self-monitoring, self-reward, and systematic-planning components.Journal of Counseling Psychology, 23, 495–502.

    Google Scholar 

  • Hansen, J. B. (1974). Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.Journal of Educational Psychology, 66, 247–254.

    Google Scholar 

  • Harter, S., & Connell, J. P. (1984). A model of children's achievement and related self-perceptions of competence, control, and motivational orientation. In J. Nicholls and M. Maehr (Eds.),Advances in motivation and achievement: Vol 3. The development of achievement motivation. Greenwich, CT: JAI Press.

    Google Scholar 

  • Hooper, K. (1988). Multimedia in education. In S. Ambron and K. Hooper (Eds.),Interactive multimedia. Redmond, WA: Microsoft Press.

    Google Scholar 

  • Hurlock, R. E., Lahey, G. F., & McCann, P. H. (1974, April).Student controlled versus program controlled CAI. Paper presented at the annual meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 089 681)

  • Jacobson, E., & Thompson, M. (1975, April).Self-managed learning using CAI. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. (ERIC Document Reproduction Service No. ED 104 362)

  • Jonassen, D. H. (1988). Integrating learning strategies into courseware to facilitate deeper processing. In D. H. Jonassen (Ed.),Instructional designs for microcomputer courseware. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.),Instructional-design theories and models: An overview of their current status (pp. 383–434). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Kinzie, M. B. (1990). Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation.Educational Technology Research and Development, 38(1), 5–21.

    Article  Google Scholar 

  • Kinzie, M. B., & Sullivan, H. J. (1989a, March).Motivational and achievement effects of learner control of computer-assisted instruction. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

  • Kinzie, M. B., & Sullivan, H. J. (1989b). Continuing motivation, learner control, and CAI.Educational Technology Research and Development, 37(2), 5–14.

    Article  Google Scholar 

  • Kinzie, M. B., Sullivan, H. J., & Berdel, R. L. (1988). Learner control and achievement in science computer-assisted instruction.Journal of Educational Psychology, 80, 299–303.

    Article  Google Scholar 

  • Laurillard, B. (1987). Computers and the emancipation of students: Giving control to the learner.Instructional Science, 16, 3–18.

    Article  Google Scholar 

  • Lepper, M. R. (1985). Microcomputers in education: Motivational and social issues.American Psychologist, 40(1), 1–18.

    Article  Google Scholar 

  • Maehr, M. L. (1976). Continuing motivation: An analysis of a seldom considered educational outcome.Review of Educational Research, 46, 443–462.

    Google Scholar 

  • Mager, R. F. (1964), Learner-controlled instruction—1958–1964.Programmed Instruction, 4(2), 1, 8, 10–12.

    Google Scholar 

  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction.Cognitive Science, 4, 333–369.

    Google Scholar 

  • McCombs, B. L. (1984). Processes and skills underlying continuing intrinsic motivation to learn: Toward a definition of motivational skills training interventions.Educational Psychologist, 19, 199–218.

    Google Scholar 

  • Merrill, M. D. (1975). Learner control: Beyond aptitude-treatment interactions.AV Communications Review, 23, 217–226.

    Google Scholar 

  • Merrill, M. D. (1980). Learner control in computer based learning.Computers & Education, 4, 77–95.

    Article  Google Scholar 

  • Newman, S. E. (1957). Student vs. instructor design of study method.Journal of Educational Psychology, 48, 328–333.

    Google Scholar 

  • Olivieri, P. (1988). A conversation with Bill Atkinson,Wheels for the Mind, 4(3), 2–8.

    Google Scholar 

  • Pascal, C. E. (1971). Instructional options, option preference, and course outcomes.The Alberta Journal of Educational Research, 17(1), 1–11.

    Google Scholar 

  • Perlmuter, L. C., & Monty, R. A. (1977). The importance of perceived control: Fact or fantasy?American Scientist, 65, 759–765.

    Google Scholar 

  • Ross, S. M., McCormick, D., & Krisak, N. (1986). Adapting the thematic context of mathematical problems to student interests: Individual versus group-based strategies.Journal of Educational Research, 79, 245–252.

    Google Scholar 

  • Ross, S. M., & Morrison, G. R. (1989). In search of a happy medium in instructional technology research: Issues concerning external validity, media replications, and learner control.Educational Technology Research and Development, 37(1), 19–33.

    Article  Google Scholar 

  • Ross, S. M., Morrison, G. R., & O'Dell, J. K. (1988). Obtaining more out of less text in CBI: Effects of varied text denisty levels as a function of learner characteristics and control strategy.Educational Communications and Technology Journal, 36, 131–142.

    Google Scholar 

  • Steinberg, E. R., Baskin, A. B., & Hofer, E. (1986). Organizational/memory tools: A technique for improving problem solving skills.Journal of Educational Computing Research, 2, 169–187.

    Google Scholar 

  • Stotland, E., & Blumenthal, A. L. (1964). The reduction of anxiety as a result of the expectation of making a choice.Canadian Journal of Psychology, 18, 139–145.

    Google Scholar 

  • Tennyson, R. D. (1980). Instructional control strategies and content structure as design variables in concept acquisition using computer-based instruction.Journal of Educational Psychology, 27, 525–532.

    Google Scholar 

  • Tennyson, R. D. (1981). Use of adaptive information for advisement in learning concepts and rules using computer-assisted instruction.American Educational Research Journal, 18, 425–438.

    Google Scholar 

  • Tennyson, R. D., & Buttrey, T. (1980). Advisement and management strategies as design variables in computer-assisted instruction.Educational Communications and Technology Journal, 28, 169–176.

    Google Scholar 

  • Wang, M. C. (1983). Development and consequences of students' sense of personal control. In J. M. Levine and M. C. Wang (Eds.),Teacher and student perceptions: Implications for learning. Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Wang, M. C., & Stiles, B. (1976). An investigation of children's concept of self-responsibility for their school learning.American Educational Research Journal, 13, 159–179.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. the Instructional Technology Program, Department of Educational Studies, Curry School of Education, University of Virginia, 22903-2495, Charlottesville, VA

    Mable B. Kinzle (Assistant Professor)

  2. Computer Systems Engineer with the Virginia Department of Criminal Justice Services, 23219, Richmond, VA

    Richard L. Berdel

Authors
  1. Mable B. Kinzle
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Richard L. Berdel
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Kinzle, M.B., Berdel, R.L. Design and use of hypermedia systems. ETR&D 38, 61–68 (1990). https://doi.org/10.1007/BF02298183

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF02298183

Keywords

Search

Navigation