ERIC Number: ED387950
Record Type: RIE
Publication Date: 1990
Hypermedia Applications for Content Area Study Guides.
Boone, Randall; Higgins, Kyle
This paper reviews the literature and reports on three studies evaluating the use of hypermedia computer study guides or supplementary reading materials with regular students, remedial students, students having learning disabilities, and poor readers. Introductory material explains what hypermedia is and describes typical features. Research supporting the effectiveness of traditional paper/pencil study guides is reviewed and differences between a hypermedia study guide and traditional computer-assisted instruction are noted. Study 1 involved 40 high school students studying Washington State history who received either teacher lecture alone, teacher lecture and hypermedia study guides, or hypermedia study guides alone. Study 2 explored the use of hypermedia study guides as a follow up to teacher-presented instruction, especially with the five lowest-achieving students of Study 1. In Study 1, students who used only the hypermedia study guides performed consistently better than students in the other two conditions. This was true also for students identified as remedial or with learning disabilities. Study 2 also found the hypermedia study guides effective with low-achieving students. Study 3 found positive results in evaluating the efficacy of supplementary hypermedia lessons for elementary students in classrooms using basal readers. The report concludes with five recommended steps in the development of a hypermedia study guide: (1) choose a hypermedia authoring system or language; (2) select and enter the main text passage; (3) decide which words will be hyper-enhanced; (4) decide the type of enhancements; and (5) identify the words which contain links to enhancement. Addresses of hypermedia program sources are attached. (Contains 29 references.) (DB)
Descriptors: Basal Reading, Computer Assisted Instruction, Content Area Reading, Educational Media, Elementary Secondary Education, Hypermedia, Instructional Effectiveness, Learning Disabilities, Material Development, Reading Difficulties, Reading Instruction, Reading Materials, Remedial Instruction, Special Needs Students, Study Guides
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Washington Univ., Seattle. Experimental Education Unit.
Grant or Contract Numbers: N/A
Note: For related documents, see EC 304 303-307.