Promoting Active Learning: The Role of System Structure in Learning From Hypertext

Since its conception, hypertext has attracted the attention of educators and psychologists alike. Although a great deal is known about learning from text, little is understood about the process of learning from hypertext or what benefit it offers over traditional text. This study is an attempt to (a) determine whether theories of learning from text may be extended to learning from hypertext, and (b) learn more about the general effectiveness of hypertext on learning. Seventy-two college undergraduates participated in a study of hypertext-based learning. Each participant was assigned to work with one of three hypertext systems. All systems contained the same documents. Two of these contained the same electronic links (pathways) between documents and the third system condition served as a control. It was presented as a digitized book (linear text) rather than as a linked system. Participants' navigation behavior was logged electronically as they worked. Posttests included an essay, a series of short-answer questions, and a concept mapping task. Analyses revealed that learning from hypertext bears many similarities to learning from text, as the predictions made by Kintsch's (1988) construction integration model were borne out. System structure systematically altered what was learned from hypertext, just as characteristics of text alter text-based learning. System structure was also relevant to the way in which learners approached the material, as navigation behavior was affected. The less structured system seems to have promoted more active processing and a deeper level of learning. In addition, hypertext was revealed to have only limited educational benefit for users in this study. Although no benefit of either hypertext system was observed over the linear system on the essay or short-answer questions, it was revealed that the presence of system links affects internal representations: Participants who were exposed to the hypertext systems produced concept maps that largely reflected their system links. Results are examined with reference to cognitive theory and the implication for system design is discussed.