Premium
Literature review for hypermedia study from an individual learning differences perspective
Author(s) -
Song Chiann–Ru
Publication year - 2002
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00280
Subject(s) - hypermedia , perspective (graphical) , computer science , field (mathematics) , instructional design , multimedia , mathematics education , human–computer interaction , psychology , artificial intelligence , mathematics , pure mathematics
Most students cannot develop complex learning skills naturally. They have difficulty with acquiring complex knowledge. Hypermedia promises to accommodate individual differences enabling students to learn equally well. However, research reports have shown that not every student can benefit from hypermedia learning, because students need complex learning skills to manage the specific hypermedia learning environment. It is important to conduct effective individual difference research in order to provide information helpful to the instructional designers in designing interactive hypermedia. In this paper, 10 studies are divided into five categories according to current significant research groups in the hypermedia field. Learning from the learner’s perspective is discussed.