Hypermedia learning and prior knowledge: domain expertise vs. system expertise

Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortco...

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Bibliographic Details
Published in:Journal of computer assisted learning 2005-02, Vol.21 (1), p.53-64
Main Authors: Mitchell, TimothyJ. F., Chen, SherryY, Macredie, RobertD
Format: Article
Language:English
Subjects:
Achievement Gains
Biological and medical sciences
Computer Assisted Instruction
Courseware
domain knowledge
Educational Environment
Educational psychology
Fundamental and applied biological sciences. Psychology
Hypermedia
hypermedia learning
individual differences
Internet
Knowledge Level
Learning Strategies
Prior Learning
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Student Attitudes
system experience
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Summary:Prior knowledge is often argued to be an important determinant in hypermedia learning, and may be thought of as including two important elements: domain expertise and system expertise. However, there has been a lack of research considering these issues together. In an attempt to address this shortcoming, this paper presents a study that examines how domain expertise and system expertise influence students' learning performance in, and perceptions of, a hypermedia system. The results indicate that participants with lower domain knowledge show a greater improvement in their learning performance than those with higher domain knowledge. Furthermore, those who enjoy using the Web more are likely to have positive perceptions of non‐linear interaction. Discussions on how to accommodate the different needs of students with varying levels of prior knowledge are provided based on the results.
ISSN:0266-4909
1365-2729
DOI:10.1111/j.1365-2729.2005.00113.x