Abstract
In this empirical study, it was tested how far learning results differ in presenting learning material by means of hypertext versus simultaneous graphical text presentation and how far these differences are dependent on specific learning objectives and on the readers’ specific learning prerequisites. According to the aptitude-treatment approach, it was evidenced that, on the one hand, subjects with higher general learning prerequisites generated higher learning results in combination with hypertext presentation. On the other hand, subjects with lower general learning prerequisites generated higher learning results in combination with simultaneous text presentation on paper.
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© 1992 Springer-Verlag Berlin Heidelberg
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Mandl, H., Schnotz, W., Picard, E., Henninger, M. (1992). Knowledge Acquisition with Texts by Means of Flexible Computer-Assisted Information Access. In: Oliveira, A. (eds) Hypermedia Courseware: Structures of Communication and Intelligent Help. NATO ASI Series, vol 92. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77702-8_9
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DOI: https://doi.org/10.1007/978-3-642-77702-8_9
Publisher Name: Springer, Berlin, Heidelberg
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