Learner control, cognitive processes, and hypertext learning environments

Abstract

This qualitative study investigates the nature of the cognitive processes learners use in HyperCard environments: whether students' cognitive processes differ in learner-controlled versus program-controlled environments, and how much students learn in each. No overall dramatic differences between the learner- and program-controlled groups were found for cognitive processes in hypertext learning environments. The type of environment, learner- or program-controlled, did not appear to correlate with appreciable differences in learners'cognitive processes. Ability differences,however, were found to be significant. The results of this study supported previous findings that learner-controlled versions may be too difficult for low ability students. Qualitative participant differences (i.e.,interests, preferences) were also found to be meaningful, regardless of learning environment differences.