Effects of External Learning Aids on Learning with Ill-Structured Hypertext

Abstract

From a practical point of view the research presented in this article investigates learning in ill-structured hypertext without (efficient) internal learning aids (such as maps, guided tours, or intelligent information retrieval support), because this kind of learning system is more spread in everyday instruction with new information technologies (e.g., WWW) than educationally well equipped learning systems. Based on the concepts of “minimalist instruction” and “browsing” three experiments (with high school and college students) concerning learning with ill-structured hypertext are depicted. In each of the experiments one different kind of external learning aid (memo pads, learning time, and teaching objectives) was manipulated and examined on its effect on intentional and incidental knowledge acquisition. Also corresponding traits (action control, achievement motivation, extraversion, and motivation for variation) and process variables (e.g., frequency and diversity of chosen nodes) were considered as covariables. Statistical procedures were focused on CTTI (Complex Trait-Treatment-Interactions)-analysis with MAN(C)OVA. Results showed that the less students were action-oriented the more they profited in intentional learning from using memo pads. The usage of memo pads also decreased incidental learning, especially when many nodes were chosen. Results further indicated that intentional learning was high and incidental learning was low when learning time was at a medium level. The salience of teaching objectives influenced both types of learning in interaction with the measured motivational personality traits. Findings were briefly discussed on the basis of an integrated theoretical aptitude-treatment interaction approach to knowledge acquisition using cognitive effort as main construct.