Reviews empirical studies from a wide variety of fields to show that computer-based multimedia instruction may be able to help people learn more information more quickly compared to traditional classroom lecture. Topics include interactivity; control of learning pace; novelty; and learners with low prior knowledge or aptitude. (103 references)…

Discusses the development of an abstract model for hypermedia test guides. The model uses an object-oriented approach and is built on the declarative foundation of first-order logic. This method produces a model that is easy to construct and extends to cover new media technology. (Contains 27 references.) (JLB)

Examines the cognitive and affective impact of a multimedia editing task. The study examined how junior high school students used multimedia to teach science topics to themselves and others. The results showed that, although the technology had an important role in student activity, the task itself was the main motivational aspect. (Contains 34…

This study investigated the cognitive style (field dependence/independence) and learning strategies of undergraduate students in learner-controlled computer-assisted instruction (CAI). Three learning strategies were identified, but it was concluded that cognitive styles and learning strategies may be the result of the computer software design,…

Discussion of hypertext for computer-assisted instruction highlights SINS (Semistructured Intelligent Navigation System), a hypertext system that addresses and solves navigation problems common to hypertext environments. The semantic search mechanism of SINS is explained, and SINS is compared with HyperCard using searches performed by veterinary…

Describes a study of undergraduates at Aston University (United Kingdom) that investigated whether maps were an appropriate navigational aid for searching in a hypertext environment. Task performance, system use, previous computer experience, perceptions of the system, and cognitive map data are examined; and implications for hypertext system…

Examines the psychological basis of hypermedia as a medium for learning, surveys the characteristics of current hypermedia systems, and suggests ways to make hypermedia systems more valuable as instructional environments. Highlights include parallels between human memory and hypermedia architectures; and hypermedia as knowledge presentation,…

Discusses hypermedia; examines cognitive theories of learning and hypermedia; and describes hypermedia applications in science education, including physical delivery of information, curriculum design, and promotion of scientific inquiry. Research projects at Vanderbilt University dealing with aspects of science education, including elementary…

Discusses research issues related to using cognitive learning and instructional theory to design technology-based learning environments such as hypertext and hypermedia. A "Theory-to-Design" framework is described, and the framework is then used to analyze theoretical and design issues raised in a hypermedia research project. (Contains…

This study found that students using hypertext to learn technical information experienced an increased sense of control, and results provide preliminary evidence of an increased level of intrinsic motivation to learn among hypertext users. Implications for further research regarding the effects of hypermedia on intrinsic motivation are discussed.…

Describes the design and exploratory use of an interactive hypertext program, SKEIM (Shell for Knowledge Engineering, Instruction, and Measurement), that was developed to record university students' review strategies of a set of lecture notes. Topics discussed include domain experts; navigation; text display guidelines; and the relationship of…

Discussion of collaborative hypermedia instruction focuses on a study that compared the achievement of eighth-grade students working individually or in pairs on a hypermedia-based unit on computer ethics. Group composition (i.e., homogeneous versus heterogeneous pairs) and the impact of social context are investigated. (Contains 41 references.)…

Discusses results from a meta-analysis that synthesized existing research comparing the effects of hypermedia versus other forms of instruction on students' achievement. Results suggest that the effects of using hypermedia are positive over non-hypermedia, but the effects may vary depending on what type of instruction hypermedia is compared to.…