Strategy-Specific Information Access in Knowledge Acquisition from Hypertext

摘要: A central issue in learning from hypertext is the nonlinearity of presenting information. Nonlinearity, however, does not have a facultative effect on per se. The essential point rather how learners make use this nonlinearity, that is, they interact with hypertexts, which strategies use, and what kind knowledge construct. This chapter concerned differences between successful unsuccessful about complex subject matter hypertext. In an empirical study, subjects had to answer series questions help Cognitive processing was analyzed through think-aloud method. group were identified by their scores comprehension test presented after learning. results indicated two groups used different strategies, reflected patterns information access. tried construct mental model domain, then successively elaborated. They combined construction, analysis, symbol flexible way, solve inconsistencies elaborating respective structure. contrast, get strategy tackled construction only when former could no longer be applied. Inconsistencies solved ad hoc repairs procedures than systematic elaboration can related global local orientation acquisition. Instructional implications for selecting sequencing tasks, as well display design environments hypertext, are pointed out.