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In two experimental studies, we examined the effects of types of written production mode (hypertext writing versus linear writing, Study 1 and 2) and learning mode (performance versus observational learning, Study 2). Participants in Study 1 (Grade 10) were initiating the more formal academic argumentative text, while in Study 2 students (Grade 11) were familiar with the genre. Dependent variables were students’ content knowledge, self-efficacy for writing and text quality. For the independent variable written production mode both studies did show interaction effects between learning condition and pretest scores. For content knowledge, students with lower prior content knowledge performed best in the hypertext condition; students with higher prior content knowledge in the linear condition. For self-efficacy, linear writing was most effective for students with initial high self-efficacy (Study 2 only). For text quality, students with relatively very strong initial writing skills performed best in the hypertext condition, students with weak initial writing skills in the linear condition (Study 2 only). For the independent variable learning mode for the hypertext text learning activity (performing versus observing), almost no differences in effects could be observed: performing the hypertext learning activities or observing these performances did not make a difference, except to students with relatively low initial topic knowledge: students with low prior knowledge performed better in the performing condition. These complex patterns of interactions between learning conditions and pretest variables are discussed.

journal of writing research

Effects of hypertext writing and observational learning on content knowledge acquisition, self-efficacy, and text quality: Two experimental studies exploring aptitude treatment interactions.