Name
Abstract | ||
|---|---|---|
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. |
Year | DOI | Venue |
|---|---|---|
2005 | 10.1111/j.1365-2729.2005.00113.x | JOURNAL OF COMPUTER ASSISTED LEARNING |
Keywords | Field | DocType |
domain knowledge,hypermedia learning,individual differences,system experience | Computer-Assisted Instruction,Knowledge level,Domain knowledge,Hypermedia,Subject-matter expert,Computer science,Knowledge management,Perception,The Internet | Journal |
Volume | Issue | ISSN |
21 | 1 | 0266-4909 |
Citations | PageRank | References |
41 | 1.98 | 25 |
Authors | ||
3 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Timothy J. F. Mitchell | 1 | 41 | 1.98 |
| Sherry Y. Chen | 2 | 1082 | 77.56 |
| Robert D. Macredie | 3 | 884 | 59.67 |