The knowledge hypermap: An alternative to hypertext

Two types of non-linear, computer-linked text were investigated to determine differences in recall, reference time and accuracy, and satisfaction among students learning statistical material. The two instructional presentation methods studied, hypermaps and hypertext, were implemented on a Macintosh...

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Bibliographic Details
Published in:Computers and education 1990, Vol.14 (5), p.409-416
Main Authors: Reynolds, Sharon B., Dansereau, Donald F.
Format: Article
Language:English
Subjects:
Accuracy Measures
Analysis of Variance
Apple Macintosh
Comparative Analysis
Computer Assisted Instruction
Correlation
Higher Education
HyperCard
Hypermaps
Hypermedia
Instructional Effectiveness
Intermode Differences
Knowledge Representation
Microcomputers
Questionnaires
Recall (Psychology)
Research Needs
Statistics
Student Attitudes
Time on Task
Undergraduate Students
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Summary:Two types of non-linear, computer-linked text were investigated to determine differences in recall, reference time and accuracy, and satisfaction among students learning statistical material. The two instructional presentation methods studied, hypermaps and hypertext, were implemented on a Macintosh SE-HD20 in HyperCard. Hypermaps were implemented according to the TCU Knowledge Mapping System developed by Dansereau et al. No significant differences were found in recall of material following the hypertext ( n = 15) or hypermap ( n = 18) instruction. Although not significant, an interesting trend in the data indicated that differences in verbal skills, as measured by the Delta Reading Vocabulary Test, had differential effects in the text and map groups. A significant difference was found in overall satisfaction, with the hypermap group expressing more satisfaction than the hypertext group. The hypertext group expressed significantly more frustration and confusion than the hypermap group. Although not significant, there was a trend toward greater efficiency for hypermaps on measures of reference accuracy and time. The findings indicate a need for further study of the utility of hypermaps for presentation of textual material in conjuction with computer-based instruction.
ISSN:0360-1315
1873-782X
DOI:10.1016/0360-1315(90)90034-5