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Using Hypermedia Research to Advance the Study of Learning on the World Wide Web

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Using Hypermedia Research to Advance the Study of Learning on the World Wide Web DOCUMENT RESUME ED 472 759 SE 067 157 AUTHOR Eveland, William P.; Dunwoody, Sharon TITLE Using Hypermedia Research To Advance the Study of Learning on the World Wide Web. Research Monograph. INSTITUTION National Inst. for. Science Education, Madison, WI. SPONS AGENCY National Science Foundation, Arlington, VA. REPORT NO No-15 PUB DATE 1999-01-00 NOTE 36p. CONTRACT RED-9452971 AVAILABLE FROM National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706. Tel: 608- 263-9250; Fax: 608-262-7428; e-mail: [email protected]; Web site: http:// www.wcer.wisc.edu/ nise/publications. PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Educational Media; *Educational Technology; Elementary Secondary Education; Higher Education; *Hypermedia; Learning Processes; Motivation; *World Wide Web ABSTRACT In this monograph we begin by situating the technological and historical origins of the World Wide Web in hypermedia systems that were conceptualized during the World War II era and first developed decades before the Web. We then review the cross-disciplinary theoretical and empirical literature on the uses and effects of educational hypermedia. This literature is spread across fields as diverse as cognitive and educational psychology, geography, educational technology, engineering, environmental psychology, and computer science. From this literature we specifically focus on: (1) hypermedia theory applicable to educational uses and effects of the World Wide Web,(2) empirical research on how individuals use hypermedia systems; and (3) empirical research on the cognitive effects of hypermedia systems. We conclude by discussing the implications of this theory and research in an effort to prOvide a framework for research on formal and informal learning via the World Wide Web.(Contains 118 references.)(Author) Reproductions supplied by EDRS are the best that can be made from the original document. National Institute Amy for Science Education CS\ )t. Wisconsin-Madison. National Center for Improving Science Education N Ncv RosearchMonograph No. 15 Using Hypermedia Research to Advance the Study of Learning on the World Wide Web williamP. Eve land & SharonDunwoody U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) is document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent official OERI position or policy. 1 Funded by the National Science Foundation BEST COPY AVAILABLE National Institute for Science Education (NISE) Publications The NISE issues papers to facilitate the exchange of ideas among the research and development community in science, mathematics, engineering, and technology (SMET) education and leading reformers of SMET education as found in schools, universities, and professional organizations across the country. The NISE Occasional Papers provide comment and analysis on current issues in SMET education including SMET innovations and practices. The papers in the NISE Research Monograph series report findings of original research. The NISE Conference and Workshop Reports result from conferences, forums, and workshops sponsored by the NISE. In addition to these three publication series, the NISE publishes Briefs on a variety of SMET issues. The researchreportedinthispaper was supported by a cooperative agreement betweentheNational ScienceFoundationandtheUniversityofWisconsin-Madison(CooperativeAgreementNo. RED- 9452971). At UW-Madison, theNationalInstituteforScienceEducationishousedintheWisconsin Center for Education Research andisa collaborativeeffort of the College of Agricultural and Life Sciences, the School of Education, the College of Engineering, and the Collegeof Letters and Science. The collaborativeeffortisalso joinedby theNationalCenter for Improving Science Education, Washington, DC. Any opinions,findings,or conclusionsare those of theauthor and do not necessarily reflectthe view of the supporting agencies. 3 Research Monograph No. 15 Using Hypermedia Research to Advance the Study of Learning on the World Wide Web William P. Eve land, Jr. & Sharon Dunwoody National Institute for Science Education Universityof Wisconsin-Madison January 1999 4 About the Authors William P. Eve land, Jr. is Assistant Professor of Communication at the University of California in Santa Barbara. The research for this monograph was conducted while he was an Associate Researcher for the Communicating with Mass Audiences Team of the National Institute for Science Education. His research examines the process of influence of traditional and nontraditional informational media on knowledge, perceptions, and opinions, with a focus on the roles of motivation and information processing. Sharon Dunwoody is Evjue-Bascom Professor and Director in the School of Journalism and Mass Communication at the University of Wisconsin-Madison. Her research interests focus on the public communication of scientific and technological information, from the behaviors of sources and journalists through the coping strategies of information consumers. 5 Contents Abstract Background Areas of Study Relevant to Research on the World Wide Web 3 Theory Applicable to Educational Uses and Effects of the World Wide Web.. 4 Similarities Between Human Memory and Hypermedia 4 Learner Control .6 Motivation 6 Empirical Research on the Uses of Hypermedia.. 7 Patterns of Movement Through Hypermedia.. 7 Influences on Hypermedia Use 8 Motivations 8 Individual Differences 9 Empirical Research on the Cognitive Effects of Hypermedia 10 Criterion Variables 11 Paper Text vs. Hypermedia .1 1 Moderators of Hypermedia Effects 12 Hypermedia Structure 12 Motivations 14 IndividualDifferences.. 14 Discussion and Conclusions Conclusions from the Hypermedia Literature 16 Why Might Web Uses and Effects Differ from Those of Hypermedia? 18 6 Conclusion 19 References 21 7 Abstract In this monograph we begin by situating the technological and historical origins of the World Wide Web in hypermedia systems that were conceptualized during the World War II era and first developed decades before the Web. We then review the cross-disciplinary theoretical and empirical literature on the uses and effects of educational hypermedia. This literature is spread across fields as diverse as cognitive and educational psychology, geography, educational technology, engineering, environmental psychology, and computer science. From this literature we specifically focus on: (1) hypermedia theory applicable to educational uses and effects of the World Wide Web; (2) empirical research on how individuals use hypermedia systems; and (3) empirical research on the cognitive effects of hypermedia systems. We conclude by discussing the implications of this theory and research in an effort to provide a framework for research on formal and informal learning via the World Wide Web. 8 Scholars interested in the educational uses and effects of the World Wide Web may believe that, because searches of electronic data bases and recent issues of academic journals produce few studies with "World Wide Web" or "Internet" in their titles or abstracts, research in this area must start from scratch. To the contrary, the literature on the uses and effects of hypermedia in an educational context can offer a useful starting point for those contemplating research on the World Wide Web. This monograph focuses on the theories and empirical studies that make up the cross-disciplinary hypermedia literature. We hope that this monograph will encourage the application of hypermedia theory and research to the study of formal and informal learning via the Web. We are particularly hopeful that those interested in science education-both formally in the classroom context as well as those interested in informal science education-will make use of this review of the hypermedia literature. We began our journey into the hypermedia literature in order to better understand and evaluate the uses and effects of NISE's science Web site, "The Why Files" (http://whyfiles.news.wise.edu). Thus it should be clear that we believe that science communicators of every sort can learn something from this literature and, we hope, our review of it. Background In 1945 Vannevar Bush, then director of the U.S. Office of Scientific Research and Development, predicted that the ways in which knowledge would be stored and accessed would be shaped by emerging technologies (Bush, 1945). In that article in Atlantic Monthly he proposed the creation of a device called a "memex," which would serve as "a sort of mechanized private file and library" (p. 106). Among the unique features of the memex was the manner in which users could access and annotate its contents. Bush (1945) claimed: Itaffords an immediate step...to associative indexing, the basic idea of which isa provision whereby any item may be caused at will to select immediately and automatically another. This is the essential feature of the memex. The process of tying two items together is the important thing. (p. 107) The key reason for the development of the memex, Bush claimed, was that the traditional mode of accessing and processing the information found in libraries did not
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